本實驗之目的在探討應用網路學習工具進行主題探究學習，對提昇學生自我效能及學習任務價值之助益，以及對不同學習風格者的影響。以高中二年級兩班學生共九十四人為樣本，依班級分為實驗組及控制組，在計算機概論課程上，以電腦新知為主軸進行主題探究活動。實驗組使用「網路學習工具」所建構的應用模式進行探究學習，本研究將之稱為「探究式網路學習」，而控制組使用原來的探究方法稱為「一般探究學習」。實驗結果顯示：採用探究式網路學習的學生之自我效能及學習任務價值，皆顯著優於使用一般探究學習者；不同學習風格的學習者之自我效能及學習任務價值無顯著差異；而探究方式與學習風格之間也無顯著的交互作用；使用探究式網路學習時，主動觀察者較被動觀察者有顯著較佳的學習任務價值。

The purpose of the study was to explore how to proceed an Subject-Inquiry-Based Learning by using Web-Based Learning tools. This research may increase students’ self-efficacy and task value; furthermore, it will affect the learners with different learning style. This experimental design for the study was utilized in ninety-four students from the two classes of the second grade in the senior high school. The students were divided into two groups, according to different classes. One was the experimental group. The other was the controled group. In BCC’s course, we proceed an Subject-Inquiry-Activity to learn new knowledge on computer. The experimental group utilized Web-Based Learning tools as an applied model to inquire learning. The learning way was called “Inquiry Web-Based Learning”, and the controled group uses original inquiry way which was called “Common Inquiry Learning”. The results of this study can be described briefly as follows：1. The students with Inquiry Web-Based Learning are significantly better self-efficacy and task value than those using Common Inquiry Learning.2. Learners with different learning style have not significant differences in self-efficacy and task value.Besides, inquiry way and learning style have not significant interaction.3. When using Inquiry Web-Based Learning, active experimenters have significantly higher task value than reflective observers.