本文首先介紹訊息處理模式的內涵，接著呈現一些此模式取向的學習研究的結果 ，之後提出依據這些研究的發現，個人所獲得的教學上的啟示及實現這些啟示的途徑。訊息 處理模式主要在說明人如何獲得知識及使用知識，其將人視為一藉由感官記憶、短期記憶 ( 運作記憶 )、長期記憶彼此的交互作用而處理訊息的符號運作者。教學既與知識的形成和使 用關係密切，本此模式而進行的研究結果當能提供若干教學上的指引。在本文之末即針對教 學指引功能的發揮、學習的完整性、教學方法與學習材料的互補性、認知資源的開發、知識 運作及形成的主動性，述及一些在教學情境中落實這些層面的可行做法。

　　　　　The information-processing model was introduced first in this paper. Then results of studies on learning based on the model were described. Following the descriptions of the findings of the studies examined, personal insights about instruction and suggestions that teachers can do within the contexts of instruction were proposed. The model deals with the topics of the acquisition and the use of knowledge. Man is regarded as a symbolic manipulator through the interaction of mental operations of sensory memory, short-term memory, and long-term memory according to the model. Since instruction is related to the acquisition and the use of knowledge, it is surely that instructional guidelines can be derived from the findings of the studies based on the model. Concrete doings about implementing these guidelines were discussed at the end of the paper.