本研究旨在進行幟驗教學，以驗證所編國語科連結圖書資訊利用教學實施方法或策 略的可行性和成效，以作為教育當局與小學教師明瞭圖書資訊利用的要義，及其教學實施的 可行方案之參考。 以研究者自編的「國小三、四年級兒童圖書資訊利用知識測驗」及「國語科連結圖書資 訊利用教學內容」二項研究工具，對379名臺南師範學院附設實驗國小三、四年級學生施測 與實驗教學。結果發現：1.小學圖書資訊利用教學，係配合學校科目同步進行；2.圖書資訊利 用教育計劃之編擬，係採循序漸進方式；3.實小三、四年少國語科連結圖書資訊利用教學， 實驗組的圖書資訊利用技能顯著優於控制組；4.國語科連結圖書資訊利用教學優於平常傳統 國語科教學，5.小學圖書資訊利用教學計劃之訂定，與學校課程關係密切；6.小學「圖書館利 用教育」併入國語科，教學成效彰；7.透過教學評量配合各科實施圖書資訊用之「隨機教學」。

　　　　　The purpose of this study was to examine the availability and effect of linking library materials and information with Chinese instruction in elementary school. From this study the education administration as well as elementary school. From this study the education administration as well as elementary teachers will understand the significance of using library materials and information in their every day instruction. In proceeding this research I used two instruments, one is a "test of the 3rd" other is a self-designed text which links Chinese instruction with library materials and information. I gave a pre-test to 379 3rd and 4th graders the Affiliated Experimental elementary school of Tainan Teachers college, and then gave them an instruction of 4 months using the text designed by myself. After that I gave them a post-test. The major findings of this study were as follows: 1. Elementary school library materials and information instruction should be proceeded in company with other classroom instruction. 2. The program of library materials and information use education should be designed in proper sequence and with gradual progress. 3. while linking Chinese instruction with library materials and information instruction, the 3rd and 4th graders of experimental groups and significantly better achievement than control groups in library materials and information use skills. 4. While linking Chinese instruction with library materials and information instruction, the students have significantly better achievement than regular traditional Chinese instruction. 5. The program of library materials and information instruction should be designed in correspondence to school curriculum. 6. The results of instruction effect were momentous when elementary school "library use education" are integrated with Chinese instruction. 7. Elementary school teachers should practice library materials and information utilization as "random instruction" in every subject together with instruction evaluation.