網路教學的盛行讓如何建構一個好的網路課程體成為一個重要的研究議題。本研究將二維度的Novak概念圖改良成多維度概念圖，並據此建立多維度概念圖課程體。多維度概念圖不僅可以解決二維度Novak概念圖教材設計的缺失與簡化知識在螢幕呈現的複雜度，也很適合加深、加廣或補救學習；它使學習更具適性化及個人化，可達到因材施教的教育目標。本研究依多維度概念圖結構，建構高職經濟學三個單元之網路教材，並採準實驗研究法，以某國立高商兩班學生為實驗對象，隨機將學生分成控制組與實驗組，進行個人學習和合作學習之實驗教學。研究結果顯示，在個人學習或是合作學習之學習成效上，採用多維度概念圖的實驗組皆顯著優於採用Novak概念圖的控制組。

The popularity of networked teaching/learning makes how to design a good web-based courseware an important research issue. This study refined two-dimensional Novak concept maps into multi-dimensional concept maps for building multi-dimensional concept mapping courseware. Multi-dimensional concept maps not only can solve the design deficiency and simplify the complex on-screen knowledge representation of Novak concept maps, but can also be used to deepen or widen learning, or for remedial learning. It makes learning adaptive and personalized, and thus achieves the educational goal of teaching students in accordance to their ability or aptitude. Based on the multi-dimensional concept maps, this study built three units of web-based courseware for vocational high school economics course and used the quasi-experimental research method for conducting experiments. Subjects consisted of students from two intact classes of a national vocational high school in central Taiwan and were randomly assigned to the experimental group or the control group for conducting self-learning and collaborative learning experiments. Experimental results indicated that the experimental group outperformed the control group both in self-learning and collaborative learning.