本研究旨在探討圖形組體在社會領域教學的應用、挑戰和對應之策略。本研究整合相關理論與實證研究，分析圖形組體如何促進學習者的認知發展，提高學習成效。研究結果顯示，圖形組體能幫助學生整理與連結知識，提升理解力與後設認知能力，並在教師的引導下逐步培養自主學習能力。然而，圖形組體的應用也面臨一些挑戰，包括高階思維增加認知負擔、學習方式變革引發抗拒心理、高階思維的要求增加學習壓力、策略教學引導影響教學進度、評估與成績量化的困難，以及教學現場應用未符合建構取向而造成的誤用。最後，針對上述挑戰提供學生協作程度漸多、圖示線索漸拆、協作與對話之應用等策略，供現場教師參考。

This study explores the application of graphic organizers in social studies instruction, examining both their benefits and the challenges encountered during implementation, along with corresponding strategies to address these challenges. By integrating relevant theories and empirical research, this study analyzes how graphic organizers facilitate learners’ cognitive development and enhance learning outcomes. The findings reveal that graphic organizers s can help students organize and connect knowledge, improve comprehension and metacognitive skills, and gradually cultivate self directed learning abilities with teacher guidance. However, several challenges emerged in the application of graphic organizers, including: the increased cognitive load from higher order thinking, resistance to changes in learning methods, heightened learning pressure due to higher-order thinking requirements, the impact of strategy-based instruction on teaching progress, difficulties in assessment and quantification of grades, and the potential for misuse when classroom applications do not align with a constructivist approach. To address these challenges, this study proposes strategies for classroom teachers, such as gradually increasing student collaboration, progressively removing graphic cues, and incorporating collaborative dialogue.