本研究旨在探討國小四年級學生 Scratch程式設計的5E探究式教學之研究。本研究採準實驗設計，以嘉義縣某國小四年級學生為對象，將班級分為實驗組與對照組，實驗組26人，控制組為26人。實驗組採5E探究式教學模式，對照組採一般講述式教學模式，並實施共計2月、16節課教學實驗。於實驗教學前、後分別施以「新編問題解決測驗」測驗，利用描述性與t考驗等統計方式，探討5E探究式教學對學生Scratch程式設計的問題解決之影響。其研究結果顯示問題解決中「界定原因」、「解決方法」與「預防問題」三個分測驗，及「變通性」與「有效性」兩個向度皆達有效顯著。綜合上述結果發現，在提升學生問題解決能力上，5E探究式教學優於一般講述式教學模式。因此，研究者建議在未來的課程、教學及研究上，有藉5E探究式教學模式增進學生問題解決之能力。 The purpose of this study is to explore National Primary School fourth grade students on 5E inquiry teaching of Scratch program design of research. In this study, the experimental design was adopted. The class was divided into experimental group and control group, 26 people in the experimental group and 26 people in the control group. The experimental group adopts the 5E inquiry teaching model teaching mode, the control group adopts the general narrative teaching model, and implements the total teaching experiment in February and 16 lessons teaching experiment. Before and after the experiment teaching, the "new problem solving test" test was used to explore the effect of 5E inquiry teaching on the problem of student Scratch program design by descriptive and t test. The results of the study show that the three criteria of "defining reason", "solution" and "prevention problem" in the problem solving are effective and effective in the two dimensions of "flexibility" and "effectiveness".Based on the above results, it is found that 5E inquiry teaching model teaching is superior to general narrative teaching mode in improving students' creative thinking and problem solving ability. Therefore, the researchers suggested that in the future curriculum, teaching and research, by 5E inquiry teaching model teaching model to enhance students' creative thinking and problem solving ability.