本研究旨在研究一網路培訓教學課程施行之成效。研究者以北部地區一所實驗中學 參與電腦多媒體網路培訓課程種子計畫的十六名師生作為研究對象。本研究之目的乃藉由質 的研究方法，自建構主義與情境學習的理論觀點，針對實驗中學師生共同參與培訓課程，由 學習者個別差異、課程內容、學習情境等各層面深入觀察。研究者進行實地觀察、文料蒐集 及與實驗者建立信賴關係，並於該教學實驗課程結束後，對實驗者進行個別深度訪談，俾對 整體培訓實驗課程的施行成效與實驗者的學習結果做一質性的全面記錄、研究探討與評估。 本研究除了經由質性的資料蒐集、觀察、轉譯、詮釋、分析、歸納，詳細描述培訓過程外， 進而對課程的設計安排提出建言。綜合其研究結果，歸納出未來辦理網路培訓四大面向之建 議，包括政策、網路培訓、學校、教師等各方面，俾供日後推廣該相關培訊課程至其他中小 學之有效參考依據。

　　　　　The purpose of this study was to investigate how a web-related training course was conducted in a natural educational setting. The participants were 11 in-service teachers and 5 students of diverse backgrounds and disciplines, and range of ages. In order to gain a comprehensive and in-depth understanding of the process of how the participants learned and how the training program was conducted, a qualitative research methodology was adopted. Theoretical frameworks of constructivism and situated learning were used to examine the way learners constructed their knowledge through the training course and the exposure to innovative networked technology. A variety of factors that influenced the way learners effectively interacted with each other and the learning materials were identified and some suggestions for future training were made. It is hoped that the significant findings of this study and related suggestions will be applied to the other training programs and the diffusion of web-based education at the secondary and elementary school levels.