本文的目的在經由探討一些重要的認知學習理論對知識的形成和獲得、學習的機 制以及學習的策略的看法，來歸納出隱藏在這些看法之後的教學內涵，並由這些內涵來引伸 其對教學的啟示。文中所探討的理論包括Bruner的發現學習論、Piaget的認知發展論、 Vygotsky的認知發展論、訊息處理以及建構主義的學習論。經過分析這些理論，本文提出 認知的學習理論的教學意涵如下:賦予學習材料新意、強調學習者本身資源的可利用性、提 昇語言的功用、強調教師充分的準備與覺知、強調社會互動與情境認知的教學、強調思考的 教學、強調獲得學習工具為教學的重要目標，以及強調教學的動力性。而由這些教學意涵所 引伸出的對教學的啟示則於文末有所論述。

　　　　　The theories of Bruner's, Piaget's, and Vygotsky's plus information processing theory and constructivism were explored in terms of their viewpoints on assumptions about learning, the epistemology of learning, learning mechanism, and learning strategies. Instructional implications from these theories were proposed as follows: (a) renewing the meaning of learning materials; (b) emphasizing the utilization of resources coming from learners themselves; (c) highlighting language as both learning material and learning tool; (d) emphasizing teachers full preparation and awareness; (e) emphasizing instruction focusing on social interaction and situated cognition; (f) emphasizing teaching thinking; (g) regarding students' attaining learning tools as an important teaching goal; and (h) highlighting the dynamics of teaching. Also, insights from these instructional implications were discussed at the end of this paper.