科技融入教學已存在許多不同的研究，唯其大都侷限於探討科技融入某類教學法後的學習成效，但老師的教學方法常常左右學生的學習成效，由於各類教學方法的特性不同，科技融入不同的教學方法情境中是否會產生不同的學習成效則缺乏實證的研究可供參考。 本研究以國小六年級社會科為例，採取講述教學法、問題教學法、合作學習教學法和STS（Science - Technology - Society，簡稱STS）教學法等四種不同的教學模式，將電子教科書融入這四種教學模式中以探討學生的學習成效。本研究採用準實驗研究法，研究對象為國小六年級學生共140位，進行七節課的社會科教學實驗。透過「社會科成就測驗」和「電子教科書輔助教學調查表」蒐集資料。研究結果發現如下：一、電子教科書輔助教學對於學習成效有顯著影響。二、電子教科書輔助教學對於中成就學生幫助最顯著。三、電子教科書輔助四種教學方式，以STS教學法成效最顯著。四、學生對於電子教科書輔助教學的看法，在「學習狀況」、「學習內容」、「學習環境」三個構面上持有正面的認同。 There are many different researches about applying information technology into teaching, but most of them only investigate how it works after applying information technology into some specific teaching modes. However, the method a teacher uses also controls the learning effects. As so far, there are short of empirical studies as reference to investigate if it will have different learning effects due to different characteristics of many kinds of teaching methods about applying information technology into different teaching modes. The purpose of this research is to investigate the learning effects by using electronic textbook-assisted teaching into 4 different teaching modes—lecture teaching method, problem solving method, cooperative learning method, and STS (Science - Technology - Society) teaching strategy. This research used experimental design. The subjects were 140 six-grade students and it was proceeding 7 social classes. With the social studies achievement test and electronic textbook-assisted teaching questionnaire to collect data, the major findings were as follows:1.There was a significant difference about learning effects on electronic textbook-assisted teaching.2.Textbook-assisted teaching helped most to the middle group.3.STS teaching strategy of textbook-assisted teaching into 4 modes helped most significantly.4.Students had positive attitudes to the learning condition, learning content, and the learning environment.
