面對雲端時代的來臨，知識的來源變的無所不在，資訊科技的普及與教學理念的變革，造就數位教育的蓬勃發展，「翻轉教室」搭上了這波教育創新的順風車，運用數位科技輔助在校學習，翻轉了傳統教學的舊思維，也翻轉了被動接受學習的方式。翻轉教室在課前讓學生透過影片、線上資源或是參考資料自主學習知識，課堂上依據課程內容設計適當的教學方法，引導學生將課前學習的知識運用在課程中，故課前預習教材及課堂教學方法為影響參與翻轉教室的學習者的學習成效主要原因，並探討翻轉教室是否會影響學生的學習成效。 預習教材的選擇有很多種，為配合實驗課程以解題為主，採用同樣是運用在解題的教材「心智學習地圖」（MLM），結構化題目將之完整呈現知識架構，以此探討學習者的學習成效是否會因預習教材不同而有所提升，及是否會吸引學習者融入翻轉教室。課堂上使用「問題導向學習」（PBL）作為翻轉教室的教學方法，探討此教學法對學習成效之影響。再深入探討翻轉教室及問題導向學習是否有交互作用。 本研究結果如下： 一、不同的教材呈現，對翻轉教室的教學模式有顯著影響，心智學習地圖高於解題影片學習。 二、學習者透過翻轉教室的教學模式學習與學習滿意度沒有顯著影響，而對學習成績有正相關。 三、學習者透過問題導向的教學方法學習與學習滿意度沒有顯著影響，而對學習成績有正相關。 四、不同的教材呈現，對學習成效及學習滿意度會有顯著影響，心智學習地圖高於解題影片學習。 五、翻轉教室與問題導向學習之間的交互作用不顯著。 The cloud computing grew out of a trend, so we can access knowledge at any time through many ways. The universal of Information technology and the innovation of education ideas make digital learning booming. Because of the innovation of education ideas, Flipped classroom plays an additional role in school learning. It changes the thinking frame and changes the way of passive learning. Flipped classroom let students study knowledge by themselves before class through watching videos, internet resources or reference. Depends on course, it’ll arrange a suitable teaching materials for students and lead them to use the knowledge getting by themselves in the course. Therefore, previewing the teaching materials and previewing the teaching way of course are the main causes of learners who play a part in flipped classroom. In addition, this research would discuss the influences of learners’ motivation and performance by using flipped classroom. At present, there are plenty digital materials on the web. This research reference the mind map graphic way to innovative a material “Mind-learning Map (MLM)”. It makes the concept structured and presents a complete knowledge of architecture. This research explored that if the new materials will improve the learners’ motivation and performance. Learners’ performance may also affect by their learning styles and cognitive styles, so the research explore the effect of learning motivation to learning performance through experimentation, whether due to different intellectual styles as moderating variables. By Problem-based learning (PBL) to explored learner’s performance, and explored deeply in interactions between flipped classroom and problem-based learning. The results of the study are as follows: 1.With Different digital materials, the mind-learning map in the flipped classroom has significant influence than the video of solution. 2.The research indicates a positive correlation between students who use the flipped classroom method and their grades. However, it shows no direct indication of learning satisfaction. 3.The research indicates a positive correlation between students who use the Problem-based learning method and their grades. However, it shows no direct indication of learning satisfaction. 4.Different teaching materials show that effectiveness of learning and learning satisfaction have significant influence for students. The effect of mind-learning map is more than the video of solutions. 5.Flipped classroom and Problem-based learning have no direction interaction.