現今高科技網路普及化的時代，網路互動平臺已具有即時性及高互動性的服務，其系統的再利用性及共享性功能，不僅受到一般大眾的喜愛，線上開放原始碼（open source），更能依照個別需求修改程式，亦是目前教學中運用最廣的教學輔助工具。目前許多研究均顯示，以部落格為教學輔助學習系統其學習成效多為正向，且在微型部落格（Micro-Blog, Microlog）中運用問題導向學習之教學策略皆有良好的成效，但大部分之研究多探討運用部落格為教學平臺並分析其學習成效，鮮少以微型部落格進行探討。因此，本研究以微型部落格為學習平臺，並以問題導向學習模式為教學活動，主要探討以問題導向學習與微型部落格的應用結果，分析內容包含：一、探討學生接受不同教學方式，在學習成效上之顯著差異；二、探討不同學習成就之學生融入微型部落格問題導向式學習之顯著差異；三、探討學習者對於使用微型部落格以問題導向學習模式在學習上的成效分析。其實驗結果顯示，使用微型部落格之學習小組皆優於部落格學習小組，以不同學習成就之中、高成就之學生而言，使用微型部落格或部落格平臺學習沒有顯著差異，表示兩種平臺不影響中、高成就學生的學習，但低成就之學生使用微型部落格則優於部落格學習。因此，未來在課堂中可使用微型部落格平臺進行問題導向學習之教學，以利發揮平臺的功效並提升學習之成效。

In high-tech information era, online interactive platform provides immediate and highly interactive services. Reuse and share of the system are popular; moreover, it offers open source and modifies the program according to individual needs. It is currently the most commonly used teaching tool. At present, many studies demonstrate that learning effectiveness of Blog as instruction-supported learning system tends to be positive. Moreover, learning strategies of Problem-Based Learning (PBL) in Micro-Blog (Microlog) are usually good. However, most of researches probe into elementary school students' use of Blog as instructional platform, and analyze the learning effectiveness and few of them study junior high school students' use of Micro-Blog. Therefore, this study treats Micro-Blog as the learning platform and PBL as the instructional activity to explore junior high school students' learning effectiveness in information ethics course and analyze their satisfaction. Include: 1.Students accepted different teaching methods in information ethics courses in junior high school have significant differences. 2.Different students accepted different teaching methods in information ethics courses in junior high school have significant differences. 3.The Investigate effectiveness of using Micro-Blog for the PBL. The overall experimental result suggested that according to posttest score of achievement test of information ethics course, performance of PBL by Micro-Blog is superior to Blog. Regarding students with different learning achievements, for medium and highachievement students, PBL by Micro-Blog or Blog does not influence their learning effect. However, for low-achievement students, learning effectiveness of PBL by Micro-Blog is more significant than Blog. The result demonstrates that these two platforms are different for low-achievement students. Thus, future classrooms can use Micro-Blog for the PBL, and they will certainly obtain better learning effectiveness and fulfill the effect of Micro-Blog.