第五章 結論與建議
第二節 建議
未來有關網路搜尋行為的研究中，在分析參與者的網路搜尋策略時，網路導覽流程 圖(web navigation flow map)是一個很好的方法，在 Lin & Tsai(2005)的研究中，已經為網 路導覽流程圖定義出六個量化的指標，分別是：一、關鍵字的數目(Number of keywords)；
二、再造訪的網頁(Revisited pages)；三、探索的最大深度(Maximum depth of exploration)；
四、採用的網頁(Webpage adoptions)；五、問題採用網頁的平均深度(Average depth of webpage adoptions for each task question)；六、精緻答案的額外網頁(Additional webpages for refinement)；本研究中又定出了二個量化指標：每個關鍵字的平均字數(Number of word per keyword) －這個指標顯示精煉關鍵字的能力、第一個關鍵字的字數(Number of word of first keyword)－這個指標顯示接受一個新的任務時，從已知相關知識經驗中如何 有效的進行主要想法的擷取，因此未來研究除了可使用這八個量化指標外，同時也可視 個別研究需要，定出有用的量化指標，做為分析研究之用。
本研究僅以一所學校八年級(國中二年級)的 87 位學生為研究對象，在未來的研究 上，可以增加參與研究的人數，藉由擴大樣本數，來對網路搜尋的行為，做更廣泛且深 入的研究。
本研究進行的學校是屬於鄉村學校，學生所受的文化刺激較少，雖擴大內需方案已
行之有年，但學生接受的資訊教育，仍嫌不足，因此在未來相關研究時，可以在不同類 型的地區實施，這樣可比較在都市與鄉村間的學生，在網路搜尋行為上，存在著那些差 異，同時可以檢視城鄉之間，是否存在著數位落差？同時可比較城鄉之間，存在的數位 落差有多大。另外，可於數年之後，在相同類型的地區實施類似的研究，用以比較，同 時也可用來做為不同地區類型在實施九年一貫課程的資訊教育上，評估成效的一種方 式。
本研究中的三項任務同時進行，限制於二十分鐘內完成，在往後的研究上，可以對 每項任務，以類似的方法，分別對三項不同搜尋任務類型，進行單項任務類型的研究，
這樣可以充份了解在不同的搜尋任務類型時，網路經驗、知識觀、建構式網路學習環境 偏好、搜尋策略及搜尋成就之間的交互作用，如能再加上完成任務的時間，對於參與者 的搜尋行為，可以有更深入的了解。
在九年一貫課程目標中(教育部，民 92)，主要是培養現代國民所需的十項基本能力，
其中：運用科技與資訊的能力，以達到「正確、安全和有效地利用科技，蒐集、分析、
研判、整合與運用資訊，提升學習效率與生活品質」；獨立思考與解決問題能力，用以 使學生「養成獨立思考及反省的能力與習慣，有系統地研判問題，並能有效解決問題和 衝突」。因此將資訊科技運用於各個學習領域，成為各領域教學時的輔助學習工具，同 時藉由資訊能力的培養，拓展學生在各領域的學習，使學生具備解決問題的能力。因此 在進行教學活動時，可以充分的運用資訊科技的優勢，將資訊融入教學，此外，在對學 生進行學習評量時，除了使用傳統偏重記憶的紙筆評量方式外，亦可要求學生利用網路 資源，找尋相關資料，以書面報告的方式，做為評量學生學習的成果，經由不同形式的 資訊搜尋，來增進學生後設認知的能力及網路搜尋的技巧。
網際網路在本質上屬於開放式的環境，本研究發現，當任務類型趨向於開放式時，
知識觀將是決定搜尋成就的重要因素，因此增進學生的知識觀，對於學生在進行網路搜 尋活動時，將會有很大的助益，所以要如何增進學生的知識觀，將是未來相關研究上，
一個很重要課題。
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