本研究旨在探討使用合作概念構圖策略教學在教學活動過程中，國小中年級學生在網路資訊搜尋學習成效的提升、資訊素養能力的增進，並進一步分析接受合作概念構圖教學策略的學生其學習滿意度表現的情形，希望藉此研究瞭解以「合作概念構圖」的教學策略增進對國小中年級學生資訊素養能力之可行性，並藉由資訊和網路來開拓他們的視野，掌握關鍵能力，教導學童有效率地搜尋正確、有用的資訊，掌握資訊精緻化學習機會，提供各國小教育工作者實施資訊素養相關教學活動之參考。 研究者以新北市某國小四年級的學生十六個班級學生(共計562位)為研究對象，將學生分為合作概念構圖教學組、傳統教學組，進行六個星期的學習活動。研究設計採準實驗研究法。研究工具包含「網路資訊搜尋學習成就測驗」、「資訊素養量表」及「合作概念構圖學習滿意度問卷」等。依據資料的性質分別採用量化統計與質性分析的方式，進行學習成效的綜合分析。 依據上述的研究目的與研究方式，本研究的結論如下： （1）在網路資訊搜尋學習成效科學習成就方面：接受不同策略教學的學生，合作概念構圖教學組優於傳統教學組；合作概念構圖教學組的學生中，不同性別學生無顯著差異。（2）在資訊素養量表能力表現方面：接受不同策略教學的學生，無顯著差異；合作概念構圖教學組的學生中，不同性別及資訊素養能力表現方面，均無顯著差異。（3）在使用合作概念構圖學習的滿意度方面，合作概念構圖教學組學生對以概念構圖的學習方式大多給予正向肯定。在半開放的文字問題中，特別是在對「學習結果助益性」上所佔的百分比最高，可見學習者對於合作概念構圖之策略給予高度支持。 最後，根據研究結果進行討論並提出教師教學及未來研究之建議。 The purpose of this study is to investigate the effects of the application of the cooperative cncept mapping of instructional strategy on the improvement of students’information literacy, students’ interests toward web information searching learning, and their satisfaction toward learning . The subjects in this study were sixteen forth graders, including five hundreds sixty two students in an elementary school of New Taipei City. The students were divided into cooperativeconcept mapping group and traditional teaching group. This study was conducted for six weeks. This study applied quasi-experimental designs. The instruments employed in this study were Web Information Searching Achievement Assessment, The rating scale of ability toward information literacy, and the rating scale of satisfaction toward the learning of cooperative cncept mapping. The data collected in this study was examined in two ways: by quantitative analysis and qualitative analysis. The major findings of this study were summarized as follows: 1. In light of learning achievement, the cooperative concept mapping instructional experimental group had better performance than the traditional learning group. Besides,there were no significant differences in male and female students in the cooperative concept mapping instructional design group. 2. In terms of student’s information literacy, there were no significant differences between the two groups. There were no absolute differences between the male and female students in the cooperative concept mapping group. There are no significant differences between the students with different information literacy in the cooperative concept mapping group. 3. Regarding to the satisfaction of the cooperative concept mapping instructional strategy, most of the students of the experimental group had positive feedback toward the learning method. Finally, based on the results, several suggestions could be made toward concept mapping studies between information literacy and web information searching teaching. Finally, plausible explanations for findings and implications for teacher instructionand future research are offered.