本研究以建構主義教學策略，利用網路學習環境而建置「光」相關單元的學習網頁，嘗試於國小學童「光」相關單元教學中，探究網路化學習環境對學童的學習成效，並探索學童在不同學習環境對「光」概念的學習。本研究採「不等的前測—後測控制組設計」的準實驗研究法，以台北市文山區某國小之五年級四個班級共120位學童為研究對象。利用學習網頁、自編光概念試題與成就測驗進行教學與施測，將學童「光」概念評量之前測、後測成績進行單因子共變數分析，並利用晤談與教師札記方式了解學童光概念。 研究結果如下： 一、提供學童網路化學習環境進行「光」的概念學習，確實能提升學童「光」的概念學習成效。 二、一般學習環境與網路化學習環境對「光的反射」、「影子的形成」概念的建構皆有顯著幫助；另外，網路化學習環境對「光與視覺」概念學習達到顯著成效。 三、網路化學習環境對學童在「光」的相關概念之概念學習成就優於一般學習環境。

The purpose of this study was to investigate the learning efficiency of the fifth grade students of the elementary school who learned the concept of the “light.” The focus of this study was on the difference in learning efficiency when students were or were not offered the web-based instructional system. The design of this research was based on the perspective and strategies of the “web-information” and of the “constructive learning.” In order to get the quantitative data, this research used the “Nonequivalent pretest-posttest control design” of the quasi-experimental design to investigate students’ learning efficiency. As for the qualitative data, “Semi-structured in-depth interviews,” “teaching records,” and “web-records” were used to investigate both the learning process and the result during their learning the concept of “light.” The following conclusions were thus made according to both the quantitative and qualitative analysis. First by offering a web-based learning environment, it helped students to acquire the concept topic of “light”. Second, the web-based learning environment could highly raise students’ learning efficiency in accomplishing the concept of “light”. Third, after receiving instruction about “light,” the students had better concept on the “reflection” and “shadow” part. In addition, the web-based learning environment could furthermore help them to significantly develop their concept about the “sense of sight.” Finally, the web-based learning environment could help the students to achieve better learning efficiency in the “light” unit (activity 4) compared to normal learning environment.