近年来，“以科学探究为核心”逐渐成为国内外科学教育的热点问题与发展趋势，我国教育部最新发布的《义务教育小学科学课程标准（2017年版）》、《义务教育初中科学课程标准（2011年版）》均强调了科学探究在科学教育中占有重要位置。而随着教育信息化逐渐发展，教育部颁布了一系列文件倡导将信息技术与日常教学深度融合，基于网络环境的科学探究学习模式逐渐兴起。基于网络的科学探究学习环境给予了学生自主探究的学习机会，有利于促进学生取得积极的科学探究学习效果；但学生需要从繁多的信息中自主建构知识框架、自定步调完成探究，这一过程若没有良好的组织结构给予学习支持，学生可能会在信息海洋中迷航，甚至造成认知负荷。 基于自我决定理论的目标管理教学策略通过提供目标、期望、反馈与学习指导框架，帮助学生搭建探究的脚手架，从理论层面能够满足上述提及的自主支持型网络探究学习环境中“良好的组织结构”的需要，但在实证方面尚缺乏相关研究。因此，本研究选用在美国已有20多年应用经验的网络科学探究平台——WISE（Web-based Inquiry Science Environment）平台作为载体，根据自我决定理论中的自主支持教学策略搭建自主支持型网络探究学习环境，探讨目标管理教学策略在该网络环境中的适用性（研究1）；并在小学和初中学段分别开展前-后测对照组准实验研究，辅以学生访谈、过程性平台数据分析等方式，从教师与平台的角度探讨二者采用不同程度目标管理教学策略的搭配对学生知识整合能力发展的影响（研究2、研究3）。结果表明，在自主支持型网络探究学习环境中，采用高目标管理教学策略有益于促进学生知识整合能力发展与内在心理需要满足；且当教师与平台共同采用该教学策略时，学生能够取得最优学习效果。基于此，本研究建议网络平台的设计者与课堂教学的实施者，在开展基于自主支持型网络探究学习活动时，不仅需要依据目标管理教学策略搭建结构良好的网络平台，也需要重视教师所给予的清晰目标、提示、过程性支架与指导、反馈、总结等目标管理教学行为。 总体而言，本研究通过三轮教学实验，根据自主支持教学策略搭建网络科学探究平台，对目标管理教学策略在其中的应用情况进行了探索，并对教师与平台采用不同程度目标管理教学策略展开实验研究，为该教学策略在自主支持型网络科学探究学习环境中是否适用、如何应用提供了实证补充。同时，本研究基于WISE平台开发了部分适用于国内基础教育阶段的项目课程，为一线教师及平台设计者开展组织结构良好的自主支持型网络科学探究学习提供了可借鉴的教学方式。并从知识整合的角度对学生的学习效果加以测评，为后续研究者提供了可供参考的学习效果评价思路。

In recent years, "scientific inquiry as the core" has gradually become a hot issue and development trend of science education at home and abroad. The latest science curriculum standards issued by China's Ministry of Education all emphasize that scientific inquiry plays an important role in science education. With the gradual development of educational informatization, the Ministry of Education has issued a series of documents advocating the deep integration of information technology and daily teaching. The web-based scientific inquiry learning environment gives students the opportunity to explore independently and flexibly arranges the learning process, which is also conducive to promoting students to obtain positive scientific inquiry learning results. However, students need to independently construct the knowledge framework and complete the exploration at their own pace from a variety of information. Without good organizational structure to support their learning, students may get lost in the ocean of information and even cause cognitive load. Based on the self-determination theory, structure-supportive instructional strategies can help students build the scaffolding of inquiry by providing the framework of goals, expectations, feedback and learning guidance. From the theoretical level, it can meet the needs of "good organizational support" in the autonomous web-based inquiry learning environment mentioned above. Therefore, this study selects the WISE (web-based inquiry science environment) platform as the main presentation of the instructional strategy, which as a specialized science inquiry platform has been applied in the United States for more than 20 years. Based on autonomy-supportive instructional strategy, this study builds an autonomy-supportive network inquiry learning environment, and explores the applicability of structure-supportive instructional strategies in this network environment (study 1). In addition, the pre-test and post-test control group quasi-experimental studies were carried out respectively in primary and middle schools, supplemented by student interviews and process platform data analysis, to explore the influence of different levels of structure-supportive instructional strategies adopted by teachers and platforms on the development of students' knowledge integration ability (study 2 and study 3).The results show that high structure instructional strategies can promote the development of students' knowledge integration ability and satisfy their inner psychological needs in the environment of autonomy-supportive network inquiry learning. Moreover, when teachers and platforms jointly adopt this teaching strategy, students can achieve the optimal learning effect. Therefore, this study suggests that when carry out autonomy-supportive web-based inquiry learning activities, the designers of the network platform and implementers of classroom teaching should not only build a well-structured network platform according to the structure-supportive instructional strategy, but also pay attention to the structure-supportive teaching behavior given by teachers, such as clear goals, tips, process support, guidance, feedback, and summary. Overall, this study builds a network science inquiry platform based on autonomy-supportive instructional strategies, explores the application of structure-supportive instructional strategies through three rounds of teaching experiments, and conducts experimental studies on different levels of structure-supportive instructional strategies adopted by teachers and platforms, in order to expanded the previous research perspective and could offer important empirical evidence and implications for teachers who were seeking to applying information technology to classroom teaching. Meanwhile, based on the WISE platform, this study has developed some project courses suitable for the domestic basic education stage, providing a reference teaching method for frontline teachers and platform designers to carry out autonomy-supportive network scientific inquiry learning with good organizational support. It also evaluates the learning effect of students from the perspective of knowledge integration, and provides a reference for subsequent researchers to evaluate the learning effect.