所謂主題式學習（Theme-based learning, TBL）簡單的說是指循以下過程的學習模式，包括1. 確定主題，2. 依主題找興趣焦點，3. 依興趣找相關資料，4. 統整主題建立分享知識，5. 討論與完成報告。本研究建立了一個支援主題式學習模式的網路系統，提供給國小學生進行網路主題式學習，旨在針對40名國小五年級學生進行自然科「星星與太陽」單元學習的過程，透過概念構圖的應用，並輔以對教學者及學習者半結構式訪談去探討網路主題式學習之歷程與成就，獲致以下結論：1. 就主題式學習網站的應用效益而言，網路主題式學習能有效幫助學生知識統整。2. 學生經過學習後，概念圖測驗之平均階層數、連結數、交叉連結數、概念數、以及分數都有提升。3. 從概念圖分析去看網路主題式學習的不同階段情形，則概念階層、連結和分數大量增加在「依主題找興趣焦點」階段，概念數在「依興趣找相關資料」階段達到最高，而在「確定主題」階段和「統整主題建立分享知識」階段時，學生在階層、連結和分數方面都減少，這顯示網路主題式學習不同階段各具有知識統整上概念「發散」與「收斂」的意義。

This study applied the approach of concept mapping test, assisted with the traditional paper-pencil test and half-structure interview, to explore the learning processes and achievements of forty, fifty-grade elementary students in conducting Web-based thematic learning. Conclusions were drawn as follows: 1) The Web-based thematic system can effectively help students integrate knowledge; 2) The test score of hierarchies and relationships increased tremendously, the concept score reached high point after the Web learning; 3) All the scores reached highest level at the phases of “based on interest to search for relevant data.” However, scores decreased on both phases of “exploration themes for team” and “summarized learning data” for both hierarchy and relationship scores.