本研究旨在探討教師運用網路融入教學之經驗，內容包括：在複雜教學現場，高中職教師網路融入教學的理念與策略方面，以及從教學經驗和歷程中去探討網路融入教學的成功與失敗因素。在本研究中，研究者不僅重視網路融入教學之歷程，更進一步探討教師網路教學之自我效能在網路融入教學所扮演的角色。
本研究採用詮釋現象學來還原十三位高中職教師運用網路融入教學經驗之現象本質，並詮釋現象本質背後的深層意義，以半結構式之深度訪談為主要蒐集資料的方法，並以教師網路自我效能之量化問卷為輔，作為訪談過程中相互比對或印證的資料。透過文本分析歸納，並與受訪者達成互為主體的共識後，以深入理解其在網路融入教學所扮演的角色。
根據研究結果將受訪教師網路融入教學的經驗歸於五大主題：一、資源浩瀚，搜尋「茫」、「盲」、「忙」；二、「E」點滑鼠，開啟創意之源；三、滿腔熱血，反思行動；四、高中職教師網路融入教學歷程；五、教師網路教學自我效能在網路融入教學所扮演的角色。最後，本研究也根據研究結論，針對學校教師、教育當局及未來研究發展方向提出具體建議。

This research aims to discuss the teachers’ experiences of integrating internet into instruction, which are presents as follows： the senior high schools and vocational high school teachers’ perspective and strategies regard to internet-instruction integration in the complicated teaching environment. In addition, the study investigates the successful and failure factors of the integration. In the study, the researcher not only emphasizes the process of the internet- instruction integration but also investigates the role of teachers’ self-efficacy of internet-instruction integration in the integration process.
The study adopts interpret hermeneutic phenomenological methodology for uncovering the phenomenological nature of thirteen senior high school and vocational high school teachers’ integrating internet into instruction experiences. Semi-structural in-depth interviews were mainly conducted in the study for collecting data, and the teachers’ self-efficacy toward web pedagogical content knowledge questionnaire was adopted for the comparison with information in the interview. The role of integrating internet into instruction is profoundly understood by the analysis and deduction of the text and the inter-subjective agreement with the participants.
Based on the results, we found five essential domains regarding to the experiences of integrating internet into instruction: (a) Puzzled, blind, busy in the resource sea. (b) Clicking the mouse, creating the lessons! (c) The teachers’ reflection of integrating internet into instruction. (d) Senior high school and vocational high school teachers’ process of integrating internet into instructional. (e) the role of teachers’self-efficacy of internet-instruction integration in the integration process. In the conclusions, the research makes concrete suggestions to teachers, educational administrations, and further research in the future.

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