本研究旨在建構一關鍵詞搜尋能力評量與回饋系統，欲了解國小五年級學生網路資訊搜尋的能力，並利用上述工具探討國小五年級學生在不同「鷹架輔助策略」下之關鍵詞提取能力、網路搜尋能力及關鍵詞提取策略的學習成效。
本研究以新北市某國小五年級學生四個班級共81人為參與對象，各班隨機分配為控制組(無鷹架輔助組)、實驗組一(鷹架不撤除輔助組)及實驗組二(鷹架撤除輔助組)，各組樣本人數為27人。本研究採等組前後測準實驗設計，以組別與能力為自變項，關鍵詞提取能力與網路搜尋能力為依變項，進行二因子變異數及二因子共變數分析。關鍵詞提取策略(句子、單一詞組、詞組、疑問詞)的變化，則以卡方檢定之百分比同質性考驗進行分析。
研究結果顯示：
(一)、在不同「鷹架輔助策略」下，學生之「關鍵詞提取能力」有顯著差異存在，實驗組1(鷹架不撤除輔助組)顯著優於控制組(無鷹架輔助組)，實驗組1(鷹架不撤除輔助組)與實驗組2(鷹架撤除輔助組)則無顯著差異。不同「能力」下，學生之「關鍵詞搜提取能力」，高能力學生顯著優於低能力學生。
(二)、在不同「鷹架輔助策略」與不同「能力」下，學生之「網路搜尋能力」無顯著的差異存在。
(三)、在不同「鷹架輔助策略」下，學生之「關鍵詞提取策略」有顯著差異存在。在「句子策略」的使用：控制組使用的次數顯著優於實驗組1及實驗組2，在「單一詞組策略」的使用：控制組使用的次數顯著優實驗組2，在「詞組策略」的使用：實驗組1、實驗組2使用的次數顯著優於控制組，在「疑問詞策略」的使用：實驗組1、實驗組2使用的次數顯著優於控制組、實驗組1使用的次數則顯著優於實驗組2。

The purpose of this study is to develop a keyword searching ability assessment and feedback system, to find out web information searching ability of fifth graders, also using the system to figure out the effects of different “scaffolding strategies” on fifth graders’ learning performance of keyword extraction ability, web searching ability and keyword extraction strategy. 87 fifth-grade students participated in this experiment. The students are randomly assigned to 3 groups, control group (non-scaffold), experimental group1 (scaffold non-fading) and experimental group2 (scaffold fading), each with 27 students. The quasi-experimental with equivalent group pretest-posttest design is employed in this study, with “groups” and “ability” as independent variables, “keyword extraction ability” and “web searching ability” as dependent variables. Two way ANOVA and two way ANCOVA were used to analyze the two abilities above. Chi-square test was used to analyze the change of keyword abstraction strategies (sentence strategy, single phrase strategy, phrase strategy and question words strategy).The findings of the study are as follows:
1. With different "scaffolding strategies", there are significant differences in students’ "keyword extraction ability”. Experimental group1 was significantly better than the control group; moreover, there are no significance between experimental group1 and experimental group2. In different "abilities", the high-ability students are significantly better than the low-ability students.
2. With different "scaffolding strategies" and different “abilities”, there are no significant differences between students’ web searching ability.
3. With different "scaffolding strategies", there are significant differences in students’ keyword abstraction ability. Use of "sentence strategy": the number used in control group is significantly better than experimental group1 and group2. Use of "single phrase Strategy": the number used in the control group is significantly better than experimental group1. Use of "phrase strategy”: the number used in experimental group1 and group2 is significantly better than control group. Use of "question words Strategy": the number used in experimental group1 and group2 is significantly better than control group; moreover, the number used in experimental group1 is significantly better than group2.

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