本研究旨在了解臺北市國民小學校園生活休憩空間的現況，探究臺北市不同學校背景，國民小學校園生活休憩空間設置及使用的差異性，分析臺北市國民小學學童對於校園生活休憩空間在場地選擇、活動選擇、使用頻率、友伴人數、興趣高低等使用情形及其差異性，以及學童對於校園生活休憩空間的意見，最後並提出國民小學校園生活休憩空間的相關建議，俾供相關單位、人員及未來相關研究之參考。 本研究以臺北市141所公立國民小學為普查對象，再依據學校規模、設立年代分為六類，從六類學校中隨機抽取各1所學校，並以6所國民小學的學童為問卷調查（有效樣本951人；男生508人，女生443人；二年級305人，四年級327人，六年級319人）及觀察（共計5922人次）對象。在資料分析上，主要採用描述性分析、次數百分比統計、Cochran Q考驗、肯德爾和諧係數、斯皮爾曼等級相關、t考驗、卡方考驗、單因子變異數（ANOVA）分析等方法。經研究結果發現： 一、臺北市國民小學每所學校都有設置走廊、教室、圖書館、遊戲場，八成以上有設置球場、川堂、庭園、田徑場、步道，六成有設置教材園和體育館（或室內球場），而合作社、戶外劇場、交誼廳、交誼平臺、小橋和屋頂花園的設置比例不到四成。 二、下課時間學童較常使用的校園生活休憩空間，以教室、走廊、遊戲場、球場和田徑場為主。 三、大規模學校在川堂、交誼廳、合作社、體育館（或室內球場）、小橋、步道、庭園、球場、田徑場、交誼平臺、屋頂花園的設置比例均較中規模和小規模學校高，但在校園生活休憩空間内的休憩座椅或休憩設施方面，不同學校規模在設置方面有差異存在。 四、1990年代後的學校在走廊、川堂、教室、交誼廳、小橋、庭園、球場、田徑場、戶外劇場、交誼平臺、屋頂花園設置的比例皆比1990年代前的學校高，而1990年代前的學校在合作社、體育館（或室內球場）、步道、教材園設置的比例較1990年代後的學校高。 五、不同學校規模內的學童在校園生活休憩空間的場地選擇和活動選擇方面排序有關聯。在友伴人數方面，大規模學校顯著高於中、小規模學校。 六、大規模學校內的學童在室內生活休憩空間的使用頻率較高，中規模學校內的學童在室外生活休憩空間的使用頻率較高。中規模學校內的學童較喜歡校園生活休憩空間。 七、不同設立年代學校內的學童在校園生活休憩空間的場地選擇和活動選擇方面排序有關聯。在友伴人數方面都以跟二至四個同學為主，沒有顯著差異。 八、不同設立年代學校內的學童在室內生活休憩空間使用頻率無顯著差異，而1990年代前的學校學童在室外生活休憩空間使用頻率高於1990年代後的學校學童。不同設立年代學校內學童在校園生活休憩空間的興趣高低沒有顯著差異。 九、男生在下課時間較常使用球場。男生選擇「打球」的活動人數顯著多於女生。男女學童下課時間休憩活動友伴人數都以跟二至四個同學為主。 十、女生在室內生活休憩空間的使用頻率高於男生，男生在室外生活休憩空間的使用頻率高於女生。男女學童在校園生活休憩空間的興趣高低沒有顯著差異，但男生較喜歡球場。 十一、低年級學童較常使用遊戲場，高年級學童較常使用球場。低年級學童較喜歡玩遊戲，高年級學童較喜歡打球。低、中、高年級學童下課時間休憩活動友伴人數，都以跟二至四個同學為主。 十二、不同年級學童在室內生活休憩空間的使用頻率沒有顯著差異，而低年級學童在室外生活休憩空間的使用頻率較高。低年級學童較喜歡校園生活休憩空間，而低、中年級學童較喜歡遊戲場，高年級學童較喜歡球場。 研究者依據文獻探討與研究發現，提出下列幾點建議： 一、國民小學的教室及走廊應有生活休憩空間的規畫設計。 二、國民小學應充實遊戲場、球場及田徑場的設施。 三、大規模學校在走廊、川堂、教室、庭園、田徑場、屋頂花園內應增設休憩設施和休憩座椅，中、小規模學校也應增設川堂、交誼廳、合作社、體育館（或室內球場）、小橋、步道、球場、遊戲場、教材園、戶外劇場等生活休憩空間。 四、1990年代前的學校可考量學童的需求與意見後增設校園生活休憩空間。 五、國民小學應延長校園生活休憩空間的開放時間，以提升校園生活休憩空間的使用效能。 六、校園生活休憩空間內，應設置適當的座椅，提供學童短暫休息之用。 七、校園生活休憩空間在不影響教學活動及考量男女學童需求後做適當調整。 八、遊戲場可設置在低、中年級的教室區附近，球場則須距離教室區較遠。 九、國民小學田徑場跑道的使用效益不盡理想，規畫時可作更彈性的考量。 十、對未來相關研究的建議：（一）研究對象方面，可以國中生、學校教職員、家長、社區人士為研究對象；可做國中與國小、其他縣市學校差異比較。（二）研究內容方面，可針對空間技術、功能層面、滿意度方面進行深入探討；可比較學童晴天和雨天的使用情形、場地及活動選擇等的差異。（三）研究方法方面，除了使用文獻查詢、調查問卷、觀察等方法外，也可使用用後評估、訪談的方式來進行研究；可採用個案研究法，以深入了解校園生活休憩空間規畫及使用情形。 關鍵詞：國民小學、生活休憩、校園生活休憩空間 / The purposes of this study are to have a better understanding about current elementary school leisure space in Taipei City, to research into the differences of leisure space arrangement among different schools, to analyze elementary school students’ use of leisure space on campus as well as the opinions of them, and to propose suggestions and advice concerned, which may serve as a reference for authorities, staff concerned, and future researches. In this research, 141 municipal elementary schools are surveyed, which are categorized into six categories based on their school size and building age. In each category, one school was randomly sampled. Students in the six elementary schools are the targets of questionnaire investigation.(951 valid samples; 508 male students and 443 female students; 305 second graders; 327 fourth graders; 319 sixth graders) The study also observe about 5922 students. About the data analysis, the study used Frequency distribution, Percentile points, Cochran Q test, the Kendall coefficient of concordance, Spearman rank correlation, t-test, χ2 test, and One-way ANOVA Method. Besides, the researcher also combined many observational records and pictures. The result of the study is as below: 1.Each elementary school in Taipei has corridors, classrooms, libraries, and playgrounds. Over eighty percent of elementary schools set up courts, passages, gardens, athletic fields, and paths. Sixty percent of them are sited with eco-gardens and gymnasiums. Yet less than forty percent of them are equipped with cooperative societies, amphitheaters, lounges, lounge balconies, bridges, and roof gardens. 2.The leisure space that is mainly used by students during the break time is classrooms, corridors, playgrounds, courts and athletic fields. 3.Large size schools set up more facilities than those of middle or small size, such as passages, lounges, cooperative societies, gymnasiums, bridges, paths, gardens, courts, athletic fields, lounge balconies, and roof gardens. As to the installation of benches and facilities in leisure space on campus, there are differences among schools of different sizes. 4.Higher proportion of schools built after 1990 is sited with corridors, passages, classrooms, lounges, bridges, gardens, courts, athletic fields, amphitheaters, lounge balconies, and roof gardens than the proportion of those built before 1990. Yet the cooperative societies, gymnasiums, paths, and eco-gardens are vice versa. 5.The choice of leisure space made by students in schools of different sizes are interrelated, so as the choice of activities made by students from school of different sizes. As to the company number, students in large size schools have significant difference than students in schools of middle and small size. 6.Students in large size schools utilize indoor leisure space more frequently, while students of middle size schools utilize outdoor leisure space more frequently. Students of middle size school prefer school leisure space. 7.The choice of leisure space made by students in schools of different building age are interrelated, so as the choice of activities made by students from school of different building age. As to the company number, most students have two to four companies. There is no significant difference between those schools. 8.The frequency of indoor leisure space use of schools of different building age differs little. The frequency of outdoor leisure space use of schools built before 1990 is higher than that of schools built after 1990. There is no significant difference between students’ interests in school leisure space no matter when the school is built. 9.Male students utilize ball courts more often during the break time. It is obvious that more male students than female students choose to play balls. Generally, both male and female students have two to four companies when they do leisure activities during the break time. 10.Female students utilize indoor leisure space more frequently than male students, while male students utilize outdoor leisure space more frequently than female students. The rank of interests in school leisure space differs little between male students and female students, but male students prefer ball courts. 11.Second grade students utilize the playground more frequently, and sixth grade students utilize ball courts more frequently. Second grade students prefer to play games, and sixth grade students prefer to play balls more. The company number of students in each grade is from two to four. 12.The use frequency of indoor leisure space has no significant difference between different grades, but second grade students utilize outdoor leisure space more frequently. Second grade students prefer school leisure space. Second and fourth grade students prefer the playground, and sixth grade students prefer ball courts. According to the literature and study result, following suggestions are worth being referred: 1.Elementary schools should have leisure space in classrooms and corridors. 2.Elementary schools should increase the facilities in the playgrounds, ball courts and athletic fields. 3.Large size schools should set up more leisure facilities and benches in the corridors, passages, classrooms, gardens, athletic fields, and roof gardens; middle and small size schools should set up leisure space such as passages, lounges, cooperative societies, gymnasiums, bridges, paths, ball courts, playgrounds, eco-gardens, and amphitheaters as well. 4.Schools built before 1990 can take into consideration students’ need and opinions, and increase leisure space based on the above. 5.Elementary schools should extend the open hours of leisure space to enhance the efficacy of leisure space. 6.Proper benches should be installed in school leisure space, which enable students to take a short break. 7.Leisure space should be adjusted without affecting teaching activities and the needs of both male and female students. 8.Playgrounds can be built near the classroom of second to fourth grade students, and ball courts should be built farther from classrooms. 9.The tracks on athletic fields in elementary schools achieve little benefit. Thus, it can be rendered with more flexibility when the plan is made. Keywords: elementary school, leisure, school leisure space