本研究開發一對一畢氏定理對話式智慧家教系統，其特色是以電腦代理教師，根據教學腳本提出教學問題，再根據學生的作答反應判斷給予適性的學習路徑，並針對錯誤類型給予適當的引導回饋，達到一對一對話式適性教學的學習效果。本研究設計四個畢氏定理的學習主題，以八年級學生共57位（28位男生、29位女生）為研究對象，以班級為單位進行實地實驗，探討系統成效。實地實驗分為實驗組與控制組進行補救教學，實驗組採本研究所設計之一對一畢氏定理對話式智慧家教系統進行學習，控制組則由教師以學習單進行團班教學，兩組班級的教材內容相同。共變異數分析結果顯示，一對一畢氏定理對話式智慧家教系統的教學成效顯著優於團班教學。實驗組不同能力層級學生經過補救教學後，成績皆有顯著進步。此外，學生對數學智慧家教系統傾向正向肯定的態度，學習的興趣也提高了，讓學生能更專注於學習，並得到良好的學習成效，在教學上具有實用性。

The characteristics of the one-to-one dialogue-based intelligent tutoring system are providing adaptive feedbacks and instructions to the learner based on the expert teacher dialogue algorithms. There are four learning topics related to the Pythagoras Theorem developed in the intelligent tutoring system. Fifty-seven students (28 males and 29 females) from the eighth grade of a Taiwanese junior high school were selected to participate in this study. Using each class as a unit, students were randomly assigned to the experiment group and control group respectively. In the experiment group, students learned Pythagorean theorem via intelligent tutoring system. In the control group, the tradition instruction was implemented. The pre-test/post-test nonequivalent group design was adopted in this study. The results of ANCOVA indicated that the students with one-to-one dialogue-based intelligent tutoring system can get a higher score than that with traditional instruction. High achievers, medium achievers, and low achievers who received dialogue-based intelligent tutoring system outperformed those who received the traditional group-based program. Dialogue based intelligent tutoring system is effective in benefiting not only students' academic performance but interesting.