近來國內快速且根本地教育改革，展現教師提升教育專業知能與教學創新之契機與需求，並凸顯出藉由提昇學生學習能力以達成概念學習之教育目標的迫切性。概念圖發展已歷二十餘載，但在國內未見普及，且未形成系統性研究。作者以多次概念圖研究之結果與經驗為基礎，意圖對此認知工具做出精要而全面地探究。本文由概念圖的發展背景為始，申論其理論基礎，接著針對概念構圖在：實驗研究、課程發展設計、評量、及教學與學習等各種用途深入論述，並彙整國內外相關實證研究成果作為對照印證。最後歸納本人實際進行概念構圖教學研究之經驗，提供予學者與中小學教師參考與運用，並作結論。期盼能藉以達到推廣概念構圖於教學評量與提升概念圖相關研究之效。

　　　　　Recently as educational reform has been progressing rapidly and fundamentally results in anomie in educational sector, however, it has also created a chance for teachers toward upgrading professional competency and has exerted great pressure for teaching innovation. Concept map was invented two decades ago, but it has rarely been used here in Taiwan. And few systematic studies have been completed. This author, has several times conducted studies with concept maps before. Based on the previous studies he has completed, this author intends to present these experiences and results to make a systematic inquiry into concept map and to enlarge its practical use. This paper begins with tracing historically concept map's development, and demonstrating its theory. Then explore how to use concept maps in experiment, curriculum design, evaluation, and teaching-learning. Also, overview previous empirical studies related either domestic or abroad. In the last, review and integrate what I myself have completed in experimental study on teaching with concept maps over recent years, to share with peer scholars and provide some examples and references to the schoolteachers for their professional growth. It is hoped that by this way to enlarge concept map use in promoting teaching innovation, improving evaluation, and in reinforcing research. And to take a practical step forwards in teaching as an active response to current educational reform.