本研究主要目的是以準實驗研究法來探究國小三年級學生分數概念學習之情形，並藉由「診斷教學」與「編序教學」兩種不同之學習方式進行數位學習，來探討分數概念之學習與學習態度是否有所差異。在實驗設計方面，以臺中市某國小三年級四個班級學生共88人為研究對象，分成實驗組與控制組，實驗組44人，控制組44人，分別以兩種不同之教學法進行數位學習，針對兩組學習成效的前、後測及學習態度，進行單因子共變數分析及t檢定統計方法分析，其結果如下：一、實驗組學生接受「診斷教學」學習方式在分數概念學習成就表現顯著優於控制組「編序教學」學習方式。二、不同學習方式在「學習時的心情」、「對數位學習的喜惡」上，皆呈現較為正向的學習態度，表示兩種數位學習的方式，均能提高學生學習的興趣及學習態度。本研究最後根據結果提出討論，並針對實務與未來研究提供參考建議。

The objective of this study is to employ the quasi-experimental research method to explore third-grade students fraction learning situations. Two different ways of learning, ＂diagnostic teaching＂ and ＂programmed instruction＂, are applied to explore the differences between the learning performance and learning attitude on the concept of fractions. The participants of the research experiments consisted of 88 third-grade students (44 for diagnostic teaching and 44 for programmed instruction). After the experiment, ANCOVA analysis and t-test analysis on the learning outcomes and learning attitude before and after the test are conducted, and the results are as follows: First, the learning performances of the experimental group instructed by the ＂diagnostic teaching＂ approach are better than those of the control group instructed by ＂programmed instruction＂ approach. Second, these two digital learning approaches can improve the students' interest in learning and learning attitude.