在九年一貫課程及資訊融入教學的推展下，教師對於網路資源的需求也日益增進。近年來政府積極提供學校及教師許多軟體與硬體設備並架設網路。此外，政府也致力於整合並建置教學資源，如結合學術界及學校教師，建置教學資源及教材資源網站。但是這些資源對於教師教學工作的協助，以及教師對於不同資源的需求與利用，則仍待評估。有鑑於此，本研究目的在於分析教師教學過程所需，以及教師對於教學資源尋求管道的使用狀況。問卷調查結果發現，在教師的五個教學任務分析、設計、發展、實施、評量上，最常進行的項目為教學活動設計（93％）、實體班級經營（92％）、以及教學內容分析（91％）。在準備教學內容時，搜尋及利用資源的資訊搜尋管道為網際網路（98％）。由此可見教學資源的提供，需要考慮如何符合教師在教學分析與設計上的需求；同時也可看出網際網路對於教師教學專業發展的重要性。因此，為增加教師網路資源之搜尋與利用，根據研究結果，本研究進一步提出教學資源庫之設計構想，並探討如何建置其內涵與運作機制，使之符合教師教學之需求。

School reform and technology infusion have increased teacher's needs of using Internet resources. Recently, the government of Taiwan has made great efforts in establishing a school environment that enabled teachers to utilize resources on the Internet. The efforts included enhance the hardware and software at school, developing contents on the Internet, and building databases for teachers. As more resources being developed, the issue of how to search and utilize them became critical. This study explored important instructional tasks and the information seeking process of elementary and high school teachers. The results from the survey suggested that among the five instructional tasks, analysis, design, development, teaching, and evaluation, the most engaged tasks of the teachers were design instructional activities (93%), classroom management (92%), and instructional content analysis (91%). When preparing for lessons, the most often used information channels were the Internet (98%). In order further teachers' exploration and utilization of Internet resources, an instructional resource web was proposed. The design principles and sharing mechanisms are discussed.