本研究主要探討WebQuest教學策略對於國小高年級學童高層次思考與學習動機之影響。並根據訪談資料探討影響WebQuest的相關因素與對學習的幫助。本研究設計採前後測準實驗設計，以台南市東光國小六年級三個班級共104位學生為研究對象。教學網頁由研究者設計建置，進行為期十一週的實驗教學。自變項為教學策略，分成三個層次–傳統教學（對照組）、WebQuest-未提供資源（實驗組I）、與WebQuest-有提供資源（實驗組II）。依變項為批判思考能力、問題解決能力與學習動機。研究工具包括批判思考測驗—第一級、新編問題解決測驗、國小高年級生學習動機量表、學生電腦基本素養調查問卷與半結構式訪談大綱。主要研究結果包括：
　　一、在批判思考能力方面，傳統教學、WebQuest-未提供資源、WebQuest-有提供資源三組間無顯著差異，顯示實驗操弄對學生的批判思考能力沒有影響。
　　二、在問題解決能力方面，三組之間達顯著差異，其中WebQuest-有提供資源組高於傳統教學組，而傳統教學組高於WebQuest -未提供資源組，顯示實驗操弄對學生的問題解決能力產生影響。
　　三、在學習動機方面，從組間差異情形來看，傳統教學、WebQuest-未提供資源、與WebQuest-有提供資源三組間無顯著差異。從組內改變情形來看，傳統教學組與WebQuest-有提供資源組之組內前後測並無差異，顯示學生的學習動機在實驗前後均無改變，實驗操弄對學生的學習動機沒有顯著影響。然而，WebQuest-未提供資源組的前後測達顯著差異，其中信心向度呈負向，表示學生的學習動機在接受實驗操弄後，可能因需製作個人網頁難度過高並耗時搜尋資源，整體學習時間不足，導致信心降低。
　　四、在影響WebQuest的因素，包含高層次思考能力的程度、過程步驟的明確性、合作學習策略的實施、學習偏好、資源聯結的說明等。
　　五、在WebQuest對學習的助益性，包含瞭解課程內容相關知識，電腦技能增加，網頁搜尋能力增強，整理資料的能力提高、提昇網路探索學習的技巧等。
　　本研究將依據研究結果提出建議，以提供教學及未來研究之參考。

　　The main purpose of this study was to investigate the effectiveness of WebQuest in promoting the higher order thinking (HOT) and learning motivation of elementary school students. Students’ perceptions of the factors influencing their learning of WebQuest were gathered via a semi-structured interview. The research method was a pretest and posttest quasi-experimental design and the participants were 104 sixth-grade students in three classes at the Dong-Guang Elementary School in Tainan. The instructional website was set up by the researcher. The experiment lasted 11 weeks. The independent variable was the instructional strategy, which included three levels – traditional instruction (comparison group), WebQuest with no resources provided (Treatment I), and WebQuest with resources provided (Treatment II). The dependent variables were students’ HOT (including critical thinking skills and problem solving skills) and learning motivation. A variety of measurement instruments with established reliability and validity were used in this study. The results of this study are summarized as follows:
　　1. There were no statistically significant differences among the three treatment conditions in critical thinking skills, which shows that manipulation has no effect on the critical thinking skills of students.
　　2. There were statistically significant differences among the three treatment conditions in problem solving skills. Students who participated in Treatment II performed significantly better than those who participated in the comparison group. In addition, the performance of students in the comparison group was significantly higher than that of the students in Treatment I. This indicated that manipulation did have an effect on problem solving skills.
　　3. There was no significant difference among the three groups in motivation. Besides, there was no statistical significance between the pretest and posttest in the comparison group and in Treatment II. This showed that no change occurred after the instructional manipulation. However, there was negative significance between the pretest and posttest in Treatment I, especially in confidence. This indicated that students who participated in Treatment I had reduced confidence after the instructional manipulation. Because students needed not only to learn how to develop a website but also to search for information by themselves to finish their learning tasks within the limited class time, they may have felt no confidence in accomplishing those tasks.
　　4. The factors affecting WebQuest instructional strategy included the degree of HOT, explicitness of the process, implementation of cooperative learning, learning style, and the description of links of resources.
　　5. Students felt that the advantages of engaging students in WebQuest learning activity included the increase of students’ information literacy, their capability in computer skills, their competency in website searching, their ability to sort data, and their skills in inquiry-based learning.
　　Finally, suggestions for teaching and further research are provided based on the research findings of this study.

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