新冠肺炎改變了世界原有的工作方式，更迫使各行各業找尋新的運作模式來求生存。在2021年4月，新冠肺炎爆發於台灣，中央流行疫情指揮中心將疫情警戒提升至三級，教育部也隨後宣布各級學校全面將課程從實體轉為線上，讓所有的學生開始遠距學習。全國學生就這樣無縫接軌地從實體課程轉為線上教學，開始透過網路進行所有課程的學習、討論、報告及測驗。然而，這一切的轉變都發生地過於迅速，沒有人知道在如此之大的轉變下，學生們平時使用的各項學習資源是否能夠獲得相同的學習成效。因此，本研究採用認知學習理論(Cognitive Learning Theory)作為理論基礎，並用學習動機策略問卷內的資源經營量表來研究私立國中國際課程實體與網路教學取向對學習成效之影響 - 以資源經營為中介變項。研究發現，學習資源經營能力對於教學取向和學習成效的關係有非常顯著的中介效果，因此，在疫情中遠距學習的浪潮下，教師必須重視並提升學生學習資源經營的能力，才能有效提升學習成效。

COVID-19 has changed how the world used to work for many decades and forced various industries to find new ways to survive. When the Taiwan Central Epidemic Command Center (CECC) raised the pandemic warning to level three in April, 2021, the Ministry of Education (MOE) announced that all schools would be moving to distance learning. Students across the nation moved from one learning approach to another seamlessly and began to perform all learning tasks through the internet. The whole transition happened too quickly that it was handled roughly due to time constraint so no one really had the chance to examine students’ learning outcome when the learning resources were forced to change. As a result, this study aims to discover students’ learning effectiveness through traditional and distance learning approach with learning resources management being an intermediate variable, taking international classes from a private junior high school as an example. Results have shown that students’ skills on learning resources management has a strong meditation effect on the relationship between their learning approaches and learning effectiveness, suggesting the importance for educators to put an emphasis on sufficient development in students’ proficiency at managing learning resources to enhance their learning effectiveness during COVID-19 pandemic period.

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