本文主要的目的在介紹社會認知取向的學習理論及教學實務設計，並探討其中的教學意涵。在學習理論方面，針對Vygotsky的社會文化論以及認知情境理論的要旨及其對知曉、學習與遷移，以及學習動機的看法進行了探討。而在教學實務設計方面，敘述了此取向的一些教學方式，包括認知夥伴制、認知學徒制、合作學習、邀請對話、關懷教學，以及採用真實性工作。由這些理論及實務設計的探討，本文提出社會認知取向的教與學在強調：人與人之間的聯結、天生我才必有用、實用的與參與的學習、整合認知資源的學習、人與生活環境的關係，以及學習支持系統的建立。文末並指出所有這些理論及實務背後的中心思想在於看重人與人及人與環境的和諧關係。

　　　　　The purposes of this paper were to describe theories of learning and classroom practices based on sociocognitive approach and to explore instructional implications from these theories and practices. Vygotsky's sociocultural theory of cognitive situations were exmined in terms of theoretical concepts and views of knowing, learning and transfer, and motivation. Practices used in the classroom including cognitive partnership, cognitive apprenticeship, cooperative learning, inviting dialogue, caring pedagogy, and authentic task were described. Instructional implications derived from these theories and practices are proposed as follows: (a)emphasizing the connection between person and person; (b)implementing everybody's talents; (c) highlighting practical learning and learning through participation; (d)emphasizing learning through integrating cognitive resources; (e)highlighting the relationship between peope and environment; (f)emphasizing establishing support systems of learning. At the end of this paper, hidden ideas under teaching and learning through sociocognitive approach are also discussed.