本研究旨在探討國中教師運用WebQuest於Google協作平台進行地理教學活動之情形，了解學生對於Google協作平台進行WebQuest之學習歷程及感受並請專家對協作平台及學習歷程做評鑑。 本研究採行動研究，並分兩階段實施。對象為國七，共30位學生，研究工具包含教學活動設計、自編的學習者評鑑問卷、專家評鑑問卷、教學反思札記等。此外，也以訪談、觀察及文件蒐集等方式，再輔以量化的資料佐證，以進行資料的分析與討論。主要研究結果有以下發現： （一）研究者以WebQuest的教學流程結合Dick&Carey的系統化設計模式，有助於規劃WebQuest之教學設計。 （二）採用行動研究進行WebQuest教學有助於解決教學困境並提升教師專業知能。 （三）大部分學生對於WebQuest結合協作平台融入地理教學抱持著正向、肯定的態度。 （四）大部分專家學者對於WebQuest結合協作平台融入地理教學亦抱持著正向、肯定的態度。 （五）WebQuest教學結合協作平台能有助於地理教學資訊的應用。 最後，研究者依據研究結果與結論，分別對WebQuest、地理教學、協作平台提出建議。 The research is aimed to investigate the use of WebQuest on Google Sites in terms of geography teaching activities, the feelings of studnets’learning process of the WebQuest on Google Sites and, and experts’ evaluation and the learning process of collaborative platform. Two phases are being implemented in the present study. The quantative study includes teaching activity design, self-made laerners questionnaires, evaluation questionnaires of expert, notes and other teaching reflection. On the other hand, the qualatative study is also conducted, including interviews, observations and documentary collection. The data is further analysed in the study. The main findings of the study show the following results: (A)The use of WebQuest teaching process which is in accordance to Dick & Carey’s model of instructional design is facilatative to the teaching design of WebQuest. (B)The use of WebQuest teaching can effectively improve the dilemma during teaching and enhance professional knowledge and background competence of teachers. (C)The majority of students hold positive and affirmative attitude toward the integration of WebQuest and collaboration platform teaching in geography. (D) The majority of scholars with professions are also positive about the integration of WebQuest and collaboration platform teaching in geography. (E)WebQuest teaching collaboration platform can significantly improve applications of information on geography teaching. Finally, based on the findings, the author of the present study provides some conclusions and constructive insights in terms of the WebQuest, geography teaching, and collaborative platform, respectively. In addition to that, limitations that can be further discussed are also mentioned for tuture studies.