本研究旨在探討實施Wh-Questions問題分類法、搜尋技巧策略及摘要策略理論對國小五年級學生網路資料提取的正確性與完整性之學習成效。研究對象為臺北市某國小五年級四個班級學生，研究設計採等組前後測準實驗研究，將參與研究的四個班級隨機分派兩班為「實驗組」、另兩班為「控制組」。資料處理主要以共變數分析來了解實驗組與控制組前後測差異之顯著性，及卡方檢定來了解兩組關鍵字運用變化的情形。 主要研究結果如下： 一、就關鍵字運用的情形而言，經卡方檢定分析，實驗組經教學後改變使用關鍵字的方式是顯著的。且實驗組由原本70%以上慣用句子做為關鍵字的比率，降低到20.8%的比率，轉為有31.3%使用語詞、4.7%使用轉換焦點、30.7%使用布林值、12.5%同時使用布林值與轉換焦點。 二、就搜尋問題答題率表現而言，實驗組的總平均上傳率為87.9%，相較於前測的72.79%，上傳率提升了15.11%，顯示經教學後近九成的實驗組學生能在時間內找到問題的答案並上傳。 三、就資料搜尋的正確性表現而言，經獨立樣本單因子共變數分析，「教學與否」對「後測成績」有顯著影響。 四、就「不具固定字數答案」題型而言，經獨立樣本單因子共變數分析，「教學有無」對提取資料摘要分數的「後測成績」是顯著的。 The purpose of the study was to examine the effects of Wh-Questions classification, searching skill and summarization strategy on fifth-grade students’ performances of the Internet information searching and extraction. A quasi-experimental design was used in this study. Four classes students were assigned to experimental and control group. Analysis of variance (ANOVA) was used to detect significant difference between two groups and Chi-square test was used to examine the changes of keywords utilization. The result of the study were: In regard to the performance of the use of keywords strategy, analysis of Chi-square test showed that there were group differences. The rate of using sentences as keywords strategy of experimental group has reduced from 70% to 20.8%. Phrases strategy, focus changing strategy, Boolean strategy, and using Boolean and focus changing strategy simultaneously accounted for about 31.3%, 4.7%, 30.7% and 12.5% respectively of strategy use. The average upload rate of question searching has risen from 72.79% to 87.9（improving rate 15.11%）. Results indicated that 90﹪students in the experimental group could find the answer and upload it in time. The result of the independent one-way analysis of covariance showed that searching strategy instruction has a significant effect on performance of answering question on posttest. With regard to the performance of unfixed words answer of questions, analysis of independent one-way covariance revealed that a significant effect of searching strategy instruction.