本研究旨在編製「知識創新學習環境量表」，以瞭解學習環境中知識創新氛圍的程度。透過三個獨立樣本A、B及C，分別進行探索性因素分析、驗證性因素分析及複核效化分析。樣本A（332人）以探索性因素分析獲得因素成份，結果顯示此份量表有三個因素，分別命名為「想法因素」、「自主學習者因素」及「社群因素」。其次，透過建立本量表的一系列競爭模式，以樣本B（536人）進行驗證性因素分析之評鑑，結果顯示二階單因素模式為最簡效模式，並且量表具有良好之信、效度。而樣本C（536人）則作為複核效化之分析，結果顯示二階單因素模式具有穩定性與預測力。希冀本量表能提供相關單位做為教學及研究之應用。 / The purpose of this study was to develop the Knowledge Building Environment Scale (KBES). Three independent samples was used to validte the reliability and validity of the scale. Firstly, sample A (n=332) was used to generate the factors through exploratory factor analysis. It resulted in a scale of three factors which contains ‘idea’ factor, ‘agent’ factor and ‘community’ factor. Secondly, a series of competing models was established and evaluated by confirmatory factor analysis through sample B (n=536). Comparing with several competing models, hierarchical model was found to be the most efficient model with good reliability and validity. Finally, the cross-validation was tested by sample C (n=536) for hierarchical model to confirm the stability and predictive power of this model. The KBES can provide relevant institutions as a tool for evaluating learning environments.