本研究首先以Big Six資訊尋求和科技接受模型取向建構「技職課程資源網」使用者的行為特徵模式。另一方面，就高職學生使用「技職課程資源網」的行為，以及高職學生目前資訊尋求能力現況與差異進行探討。
本研究方法採取問卷調查法，研究對象為高職資料處理科學生，以方便取樣進行調查得到有效樣本共311人。本研究工具有「技職課程資源網科技接受行為問卷」和「Big Six資訊尋求能力問卷」。最後，本研究依照研究目的和假設驗證所需，分別以描述性統計、單尾單一樣本t考驗、獨立樣本t考驗、單因子變異數分析與結構方程(SEM)進行資料統計後，本研究結果如下：
一、高職學生在技職課程資源網的科技接受程度現況達同意程度以上。
二、高職資處科學生目前在Big Six資訊尋求能力現況仍有進步空間。
三、在技職課程資源網科技接受程度不會受學生的性別、學校屬性、每
日上網時數和曾經是否使用技職課程資源網的影響。
四、高職資料處理科學生Big Six資訊尋求能力在年級、學校屬性和每
日上網時數存有差異。
五、高職資料處理科學生BigSix資訊尋求能力在技職課程資源網科技
接受之實證模型不具影響力。
六、系統品質、資訊品質和服務品質對技職課程資源網科技接受之實證
模型中的使用行為傾向具有高度解釋力。
七、高職資料處理科學生在科技接受模型中的使用態度會直接與間接影
響技職課程資源網的使用行為傾向。
八、高職資料處理科學生在技職課程資源網使用行為傾向對使用滿意度
無顯著影響。
九、技職課程資源網資訊品質優劣是系統使用滿意度主要關鍵因素。

This study first constructed a psycho-behavior signature model used by the “Technological and Vocational Course Resource Website” with Big Six information-seeking model (ISM) and technology acceptance model (TAM). On the other hand, this study discussed how “Technological and Vocational Course Resources” are used relative to the psycho-behavior of students at vocational school. And the current situation of vocational school students’ information seeking capability and their difference were also discussed. Aiming at students of information processing department of vocational school, this study gathered a total of 311 effective samples. An experimental survey research method was employed, and research context was “introduction to departments and courses of technological and junior colleges”. This survey was undertaken for a period of 6 weeks through self-developed tools “questionnaire on technology acceptance behavior at technological and vocational course resource network” and “questionnaire on Big Six information searching capability”. After descriptive statistics, one-tailed single sample t test, independent sample t-test, One-way ANOVA, Structural Equation Modeling (SEM) were conducted, the research results are provided below:
1. Vocational school students’ technology acceptance structure at the technological and vocation course resource network is excellent.
2. Students in the information seeking ability of big six strategy is still gap for improvement.
3. Technology acceptance of “technological and vocational course website” does not varies by gender, school type, daily online hours, and used websites.
4. Student’s information seeking capability varies by age, school, and hours on the Internet.
5. Big Six information seeking variable is no significant on TAM.
6. System quality, information quality, and service quality have a high explanatory power in behavioral intention of use
7. Attitude to use is direct and indirect effect on behavior intention of use in TAM.
8. Behavior intention of use is no significant on user satisfaction.
9. Information Quality is crucial factor to system use.

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