本研究主要目的在探討國小高年級學童在虛擬蝴蝶館接受不同教學模式對學習成效之影響。研究對象乃是以二所國小五年級學生八班學生，經由隨機分派為問題導引式教學法與指導式教學法後，由研究者根據學科主題，進行四節課的實施連續四週之實驗處理，研究工具包括「虛擬蝴蝶館數位學習教材」、「蝴蝶學習成就測驗」及「資訊能力測驗」。以2（不同教學方法）×2（資訊能力高低）雙因子共變數分析，與2（不同教學方法）×2（性別）雙因子共變數分析考驗各項假設，主要研究發現：一、接受指導式教學法的學生與問題導向式教學法的學生，在「蝴蝶」學習成就測驗的分數上有顯著差異。「蝴蝶」學習成就測驗（後測）上，接受問題導向式教學法的學生顯著優於接受指導式教學法。二、學生的性別不同與接受不同教學方法，在學習成就上沒有交互作用，但性別對學習成效有顯著影響。三、學生的資訊能力高低不同與接受不同教學方法，在「蝴蝶」學習成就上有交互作用。且不同資訊能力其學習結果有顯著不同，高資訊能力且接受問題導向式教學法的受試者其學習結果顯著的優於低資訊能力且接受問題導向式教學法的受試者。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 research was to discuss the affections of different teaching models to higher grades elementary school studies in Virtual Butterfly Museum. 8 fifth-grade classes from two elementary schools participated in the research in the study for four instructional sessions for four consecutive weeks. And random assign into the different teaching models of problem-based and tutorial. The instruments used in this study included virtual butterfly museum, butterfly achievement test and Information ability test. This study uses “Two-way ANCOVA” to analyze the collected data. The findings of the study were summarized as follows：
1. Students participated in the model of problem-based performed significantly better than those in the model of tutorial.
2. There was no significant interaction on butterfly achievement between different teaching models and gender differences. But gender differences significant effect to butterfly achievement.
3. There was significant interaction on butterfly achievement between different teaching models and information ability. And the students with higher information ability performed significantly better than those with lower information ability.
Finally, plausible explanations for findings and implications for teacher instruction and future research are offered.

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