本研究旨在探討國民小學教師運用學習型班級經營策略之情況，及學習型班級經營策略與班級經營效能之關係。除探討國民小學教師學習型班級經營策略、班級經營效能的內涵及現況，並瞭解教師背景變項及學校背景變項在學習型班級經營策略與班級經營效能得分上的差異情形，另外，亦分析學習型班級經營策略與班級經營效能之相關程度，及學習型班級經營策略對班級經營效能的預測情形。本研究主要採文獻分析、問卷調查及深度訪談法進行，並根據研究結果做成結論，並提出具體建議。 本研究對象為臺北市、臺北縣、基隆市、桃園縣及宜蘭縣五縣市之公立國民小學教師，抽樣調查100所公立國民小學共1200位教師為研究對象，調查結果以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法，進行資料處理分析。在訪談對象方面，共計訪談臺北縣、市公立國民小學教師五位。 根據文獻分析、問卷調查以及訪談分析所得資料，本研究主要發現如下： 一、國民小學教師運用學習型班級經營策略情況良好。 二、國民小學教師班級經營效能情況良好。 三、不同年齡、服務年資、學校地區國民小學教師在學習型班級經營策略 量表上的得分，達到顯著差異。 四、不同年齡、服務年資、學校地區、學校規模國民小學教師在班級經營 效能量表上的得分，達到顯著差異。 五、學習型班級經營策略表現程度越高，班級經營效能也越佳。 六、學習型班級經營策略與整體班級經營效能及各向度具有正相關。 七、學習型班級經營策略對班級經營效能具有預測作用。 根據上述研究結果，針對題升學習型班級經營策略之運用，提出幾點建議： 一、對國民小學教師的建議 （一）瞭解學習型班級經營策略內涵，並善用團隊互動學習策略。 （二）班級共同願景的擬定應透過與全班學生討論而訂定，並融入教師對 班級的期望。 （三）教師可召集數位教師成立班群，相互協助支援班級或全校學習活 動。 （四）透過多重管道強化親師溝通管道，善用家長協助及資源。 （五）建立班級規則以有效處理班級事務，並尋求適當舒壓管道。 二、對國民小學學校行政的建議 （一）鼓勵教師成立相關學習型班級經營團隊以獲得資源協助。 （二）學校各處室相互配合及支援，共同建構學習型班級計畫。 （三）由學校辦理專業學習型班級經營講座，並由具相關豐富帶班經驗教 師主講。 三、對教育行政機關建議 （一）辦理學習型班級經營相關教學策略研習課程並彙整成手冊發送於學 校教師。 （二）建立網路講座平臺，分享學習型班級相關資源。 四、對未來研究的建議 （一）擴大研究範圍，增加研究樣本。 （二）問卷的編製對象可分教師及學生部分。 （三）學習型班級經營策略內涵向度的再釐清。 / This study aimed at the current situation of the application of learning classroom management strategies for elementary school teachers and the relationship between learning classroom management strategies and classroom management effectiveness. Furthermore, the analyses of how the differences of demographic variables and school's background variables influenced teachers’ learning classroom management strategies and classroom management effectiveness were also investigated. Finally, the relationship between learning classroom management strategies and classroom management effectiveness was surveyed in this study. The questionnaire survey was the main research method of the study. There were 1200 sampled teachers from 100 public elementary schools in northern Taiwan (Includes Taipei County, Taipei City, Kee-Lung City, Tao-Yuang County and Yi-Lang County). Moreover, the interview method was also conducted to probe further information. In total, 5 elementary school teachers were interviewed in the study. The data were analyzed by employing the arithmetic average, standard deviation, t-test, one-way analysis of variance, Pearson’s product- moment correlation, and stepwise multiple regression. The results of the research were as follows: 1.The application of learning classroom management strategies for elementary school teachers is above the average level. 2.The present situation of classroom management effectiveness for elementary school teachers is above the average level. 3.There are significant differences in learning classroom management strategies among the age, seniority and school location 4.There are significant differences in classroom management effectiveness among the age, seniority, school location and school size. 5.The higher learning classroom management strategies, the better classroom management effectiveness . 6.There is a positive correlation between the whole and each dimension of learning classroom management strategies and classroom management effectiveness. 7.Learning classroom management strategies was the significant predictor of classroom management effectiveness. Based on the conclusions of this study, several concrete recommendations were made for elementary school teachers, elementary school administration, the institution of educational administration and further researchers.