本研究旨在探討教學產出策略對在職教師數位教材製作成效的影響。研究樣本為55位在職教師，以研習班別為單位分派為「形成性產出組」及「總結性產出組」；教師所具備之電腦先備知識則分為高先備知識組與低先備知識組。 研究結果發現：(1)在數位教材之教學設計成效上，形成性產出組顯著優於總結性產出組；高先備知識組顯著優於低先備知識組；(2)在工具使用成效上，形成性產出組與總結性產出組無顯著差異；但高先備知識組顯著優於低先備知識組；(3)在學習態度方面，學習者對教學活動的接受度、滿意度、及產出要求等均持正面的看法。 The purpose of this study was to investigate the effects of goal-setting on in-service teachers’ e-learning courseware development. There were 55 participants assigned into either the formative-goal group or the summative-goal group. Learners were identified as high prior knowledge or low prior knowledge according to their prior computer skills. The results showed that the formative-goal group outperformed the summative-goal group on courseware design, and high prior-knowledge group outperformed the low prior-knowledge group. On the performance of tool use, there was no significant difference found between groups, however, the high prior-knowledge group outperformed the low prior-knowledge group. Finally, participants showed positive attitudes toward the learning activities, the helpfulness, and the received goal-setting strategy.