本研究的主要目的在於設計一個以學習單導引的網路教學活動，然後從學生的學習表現、電腦焦慮和意見回饋等方面，來分析網路化教學的成效。
本行動研究採「單組準實驗研究設計」，以高雄縣岡山國小中年級九個班級335名學生為實驗對象，接受兩學期兩階段各十八週的網路化學，第一階段是電腦基本素養教學，搭配北軟教材的虛擬光碟，學生能在區域網路內依自己進度學習；第二階段是網路主題探索教學，以網頁式學習單導引學生探索「墾丁之旅」的主題，學生將搜尋所得資料，編輯後以E-mail寄給任課老師。
本研究網路化教室學習環境的建置，應用了以下作業系統或軟體：NT、Linux、FreeBSD、PHP語言、MySQL資料庫、虛擬光碟、Frontpage、PhotoImpact等，建置成果放在「http://www.gsn.ks.edu.tw/c-class/」
岡山國小電腦教室網址上。其它應用的研究工具包括：團體嵌圖測驗、兒
童制握信念量表、應用網路之電腦素養問卷、兒童電腦焦慮量表以及教學
意見調查表。由資料庫所蒐集到的學生資料，透過SPSS統計軟體來分析，
應用的統計方法包括二因子變異數分析、積差相關、t考驗、趨向分析和
百分比等。
本研究獲得以下結論：
一、網頁式學習單的設計具有彈性多元的特性，很適合學校本位統整課程
設計時加以應用。
二、大約有九成的學生喜歡網路探索學習，由於他們能順利地完成指定作
業，所以對於探索學習的信心也增加許多。
三、提高學生的電腦素養，有利於網路探索的學習。
四、學生的電腦焦慮在教學後明顯降低，此有助於學生將來願意再用電腦
與網路來學習。
五、外控型、場地依賴型和高電腦焦慮型學生，在網路探索學習時需要較
多的指導與協助。
六、由FreeBSD、PHP和MySQL等三種自由軟體所建構的網路伺服器與資料
庫，穩定性高，也符合建立教學網站之低成本要求。
七、區域網路內使用虛擬光碟，能夠讓學生在網域內個別學習，也便於各
班級教學時應用各種軟體資源。
最後，依據本研究所歸納的結論，提出以下建議：
一、提倡網路化學習，並以查資料、E-mail和圖文編輯等方法再學習。
二、學習單-網路探索- E-mail架構，可推廣至各學校或遠距教學等。
三、教師應善用教學策略，例如：建構學生中心的認知情境，以同儕教導
的合作協助促進成功經驗，以遊戲作為增強學習的酬賞等。
四、教師應建置學校本位、隨手可得的自編網路教材與資源。
五、教師應多利用網路伺服器與資料庫，以方便教學、研究與管理。
六、政府應提昇教師的電腦素養，鼓勵將網路資訊融入於教學之中。
七、關於網路化教學的研究，可就涉及的變項作加深加廣的探討。

The purpose of this study was to design a web-based instruction（WBI）with worksheet design, then to analyze the teaching effects on pupil’s learning achievement, computer anxiety, and opinions concerning the teaching activities.
The action research of one group quasi-experimental design was adopted with 335 subjects of 3rd and 4th grades including 9 classes of Kangshan Elementary School in Kaohsing County. Two semester’s WBI was divided into two phases and each phase had 18 weeks. The virtual CD-ROM learning design for basic Internet learning skills, which was developed by Golden-Soft Inc. was utilized in the first phase of teaching. The pupils could learn from shared CD-ROM system with different speeds depending on their performance. The second phase selected the theme “Ann-Ann’s Kenting Trip” including 13 learning worksheets were designed by Author. Each pupil could explore the resources regarding assigned unit topics on the WWW and mailed their assignment to the teacher’s E-mail address.
According to the results of this research, the following conclusions were found:
1.The design format of web-based integrated curriculum under worksheets was flexible and easy to be managed.
2.There was about 90% of pupils expressed that they favored the web-based instruction. They could experience successful learning and increase their confidence on learning.
3.To promote pupil’s computer literacy was helpful for their web thematic exploration.
4.After WBI, pupils’ computer anxiety was significantly decreased. This change showed from their willingness of using computer or web in the future.
5.Field-dependent, external-control and higher computer anxiety pupils were detrimental to learn on the web.
6.With low cost and stability, the software-open source of FreeBSD, PHP, and MySQL-were convenient to be applied as web servers and database for teaching on web.
Based on the research conclusions, some suggestions were given as follows:
1.Through web search, e-mail and edit skills, pupils learned easily how to act in an integrated curriculum.
2.Activity structures of WBI with worksheets, web search, and e-mail could be applied in varied kinds of distance learning.
3.Teachers were recommended to use instructional strategies in WBI such as student-centered situational learning, peer’s assistance, PC-game playing as rewards after finish unit learning.
4.Every teacher should find the most effective system of web servers and database for his instructional management such as FreeBSD.
5.Encourage more comparative WBI research involving different types of teaching.

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