本研究的目的在瞭解網路融入國小自然科教學的實施歷程、學生的學習成效、遭 遇到的困風、學生對電腦網路的態度及對網路輔助學習看法。本研究為一個案研究，主要的 究對象為高雄縣潮寮國小五年級三班118位學生及一位自然科教師。進行為期一年的網路教 學實驗，活動設計共包含四項，分別是將網路當作是課程內容來源、學習單方式、專題研究 及網路溝通等。 　　本研究兼採量化與質化的方法以蒐集資料，包括問卷調查、訪談、觀察法及文件分析等 等。根據研究的結果與發現，本研究進一步提出「網路學習的金三角模式」，建議未來在設 計成功的網路教學活動時，應同時考慮學習者、軟硬體設備、教師及課程等四項重要因素。

　　　　　The purposes of this study were (1)to analysis the process of network integrated into science instruction, (2)to understand the effects of using the network technology on student's learning, (3)to investigate the potential barriers of using the network technology on students, (4)to understand students' attitudes toward the network technology, and (5)to understand students' perception on network-supported learning. The researcher conducted a case study and chose 118 5th grad students, and one science teacher of Chas-Liao Elementary School at Kaohsiung County as the research subjects. This study was a one-year research. The subjects participated into four kinds of network instruction activities that included using network technology as the resource of instructional materials, designing worksheets, writing research reports, and communication uses. This study used both quantitative and qualitative methods to collect the data. The research methods included questionnaire survey, interviews, observations, and document analysis. Based on the research results and findings, a "Network Learning Golden Triangle Model" was proposed. It suggested that the design of successful network-supported learning activities should consider four important factors including learners, hardware and software, teacher(s), and curriculum at the same time.