中心館藏網址 http://tulips.ntu.edu.tw/record=b2345145*cht

[ 摘要 ]
本研究旨在探討學生透過網路主題式學習環境「主題學習島」的知識統整歷程，並探討不同學習型態學生在此學習環境中的影響因素，並藉此提供實際教學現場的教師們，利用網路實施主題式學習的參考。基於此目的，研究者與教學團隊，選擇了不同學習型態的四位學生，進行教學現場的觀察，藉由質的研究方法，收集與分析資料後，探討個案學生的知識統整歷程。
再者，學生透過網路蒐集、統整資料及與同組組員的溝通及互動，在網路社群的互助及壓力下完成自己的報告，因學生個別的學習動機、先備知識、電腦能力、合作學習態度、對科學態度的不同，學生的學習成果有明顯差異。
不同學習型態的學生在網路主題式學習環境中知識統整的差異如下：
一、隨機應變類型的學生，會調整、運用學習策略來獲取高分，但也因為如此並沒有專心學習。
二、慎思熟慮類型的學生，具有反思及分析的能力，學習效果佳。
三、漠不關心類型的學生，只求完成作業。
四、隨波逐流類型的學生，希望能順利完成作業，讓別人認為他還是有能力讀書。
另外，經由研究者在網路主題式學習環境學習歷程的省思，提供教師在此教學情境中教學策略上的參考：
一、善用分組的技巧：選擇志同道合的組員，提昇學習成效。
二、基本能力的養成：提昇電腦能力及線上討論的技巧。
三、提昇整體效能：分散式線上教學及基本知識的講解及補充。
四、放下教師權威：讓學生覺得每個人都可以是教學者，建立學生自信。

[ 英文摘要 ]
This study investigated the knowledge integration processes and the influence factors for students learn through an online theme-based learning environment. Based on this purpose, the researcher and the teaching team have chosen four students out of different learning styles for in-field observation. The individual knowledge integration process was described after gathering and analyzing information through a qualitative research method.
The results of this study showed noticeable variances due to the differences students have over individual learning motivation, previous knowledge, computer skills, teamwork learning attitudes, attitudes concerning science. The variances of knowledge integration of students from different learning styles in the online theme-based learning environment are as follow:
1. The randomly improvisational type of student knows how to adjust and apply learning strategies properly to obtain high grades, but also because of this, he does not concentrate in learning.
2. The prudent and considerate type of student possesses the ability to reflect and analyze.
3. The nonchalant type of student cares only about finishing his homework.
4. The casual type of student hopes to successfully finish his homework, making others think that he still is somewhat apt for studying.
In addition, through the researcher’s thought over the learning course of the online theme-based learning environment, we hereby provide teachers with certain suggestions regarding teaching strategies.
1. Make good use of techniques for group division: Choose members who are fond of each other, thereby elevating learning efficiency.
2. Basic ability training: Improve computer skills and online discussion techniques.
3. Increase overall efficacy: Make explanations and additions on distributed online teaching and basic knowledge.
4. Set down the instructor authoritativeness: Let students feel that everybody can be an educator, and thereby building students’ self-confidence.