本研究以政大附中為個案研究對象，旨在瞭解政大附中學科型教室的規劃理念、調查政大附中學科型教室的運用現況、探討政大附中教師對學科型教室的使用感受、分析政大附中學科型教室與教學效能的關係，進而根據研究結果提出對未來研究之建議，以供後進學校規劃學科型教室之參考。 為達此研究目的，目前政大附中共有24位教師，皆為本研究之問卷調查對象，並訪談政大附中6位教師、實地觀察一位教師上課情形。在資料分析上，問卷調查的結果主要以次數百分比統計及平均數分析，以內容分析法分析訪談所得資料，以描述性的方式記錄實地觀察過程。從研究結果發現得到以下結論： ㄧ、政大附中學科型教室規劃理念秉持空間有效利用、妥善配置及教室使用效 能提升的原則 二、政大附中學科教室情境佈置內容多元豐富，多以學科知識為主，輔以班級 事務，常見學生駐足閱覽 三、政大附中學科教室裡教學資訊設備豐富，教師不僅能熟練地使用學科教室 的資訊設備，且對資訊設備有助教學內容的呈現、教學效果的提升，持肯 定態度 四、政大附中教師肯定教學研究室有助教師交換教學經驗、情感交流、放鬆壓 力及提升教學效果的功能 五、政大附中教師肯定學科型教室之設計意義及運作方式，共用學科教室之教 師，會彼此溝通協調意見 六、學科型教室使用現況與教師教學效能之「教學自我效能信念」、「系統呈 現教材內容」、「多元有效教學技術」、「有效運用教學時間」、「建立 和諧師生關係」、「營造良好班級氣氛」，以及「整體教師教學效能」具 有顯著相關 本研究依據結論，提出建議如下： ㄧ、學科型教室設計有其價值，值得推廣 二、教師可善用學科教室便於進行情境佈置之優點，強化以學科內容相關知識 充實教室情境佈置 三、學科型教室教學設備豐富，教師需提升教學設備使用的知能 四、學校可規劃教學研究室讓同科教師在一起，以利專業對話 五、共用學科教室之教師，應透過溝通協調達成共識 六、學科型教室設計為因應「班級」的需求，需有妥善配套措施 七、學科型教室係因學生需移動到各學科教室上課，應妥善規劃動線 八、未來研究可以進一步地針對採行學科型教室的不同學校，從事長期性的研 究，以瞭解不同學校學科型教室的運作現況及績效 / By conducting a case study on The Affiliated High School of National Chengchi University, the research aims to penetrate the concept of organizing Variation type classrooms, investigate the school’s utilization of such classrooms, discuss the teachers’ feedback, and analyze the classrooms’ relation to teaching effectiveness. Further suggestions are made according to the research results for schools’ reference when it comes to the organization of Variation Type Classrooms. To achieve the above purposes, 24 teachers of The Affiliated High School of National Chengchi University conducted the survey questionnaires, with 6 teachers interviewed and one observed in class. As for data analysis, the questionnaires were analyzed in terms of frequency portion percentage and mean. On the other hand, content analysis was conducted on the information obtained through interviews and the observation process was documented with truthful description. The following conclusion can be derived from the research results: 1. The Affiliated High School of National Chengchi University organized Variation type classrooms with the principle of effective space utilization, proper arrangement and elevated class efficacy. 2. The subject classrooms in Affiliated High School of National Chengchi University are decorated with abundant and diverse subject knowledge supplemented with class affairs that often attract students to read. 3. The subject classrooms in Affiliated High School of National Chengchi University are equipped with abundant information equipment for teaching. Teachers are proficient in the application of such equipment and hold positive opinion on its help with the presentation of teaching contents and the improvement of teaching effectiveness. 4. The teachers of Affiliated High School of National Chengchi University confirm that teaching labs can help teachers exchange teaching experience, share emotions, alleviate pressure and improve teaching effectiveness. 5. The teachers of The Affiliated High School of National Chengchi University approve of the design idea and operation of Variation Type Classrooms. Teachers sharing the same subject classroom can communicate and coordinate with one another. 6. The utilization status of Variation Type Classrooms are closely related to the teaching effectiveness in terms of “self-efficacy for teaching”, “systematic presentation of teaching materials”, “diverse and effective teaching methods”, “effective use of teaching sessions”, “establishment of harmonious relationship between teachers and students”, “creation of pleasant class atmosphere” and “overall teaching efficacy of teachers”. The following suggestions are proposed based on the research results: 1.The design of Variation Type Classrooms is of great value and worthy of promotion. 2.Teachers can furnish subject classrooms with thematic decoration and supplement with subject-related materials. 3.Teachers have to improve their proficiency of teaching equipment operation in order to make use of the abundant teaching equipment in Variation Type Classrooms. 4.Schools can arrange teaching labs so that teachers of the same subject can gather to facilitate professional dialogue. 5.Teachers sharing the same subject classroom should reach consensus through communication and coordination. 6.Supplementary measures must be taken for Variation Type Classrooms to meet the demands of classes. 7.Students have to move to each subject classroom in the Variation Type Classrooms. Therefore, the routes must be carefully designed. 8.Further studies are encouraged to conduct long-term surveys on different schools adopting Variation Type Classrooms to better understand the operation status and effectiveness of such classrooms.

本研究旨在瞭解政大附中學科型教室之規劃理念、學生使用現況、使用滿意度、使用感受與學生學習自我效能，分析不同性別學生在使用現況、滿意度、使用感受及學習自我效能之差異，探討學生學科教室滿意度與使用感受與其學習自我效能之相關，最後提出學科型教室在臺灣規劃實施之相關建議俾供參考。 　　本研究以政大附中國中部學生（有效樣本158人）為問卷調查對象，以秘書及各班副班長共六人為訪談對象，並以其中二班學生一日作息、在學科教室、班級基地、教學研究室及討論室中從事特定活動之學生（共計931人次），以及學科教室之設備與佈置情形為觀察對象。在資料分析上，主要採用描述性分析、次數百分比、平均數與標準差及Pearson積差相關等方法。研究結論如下： 一、政大附中學科型教室空間設備之規劃理念涵蓋班級課程、師生教學、學生置物、移動與人際交流等需求，延長下課時間以增加互動機會並使移動更平順。 二、政大附中學科型教室之國中部學生空間使用現況符合學科教室便利教與學、班級基地兼顧置物與學生交流、教學研究室方便師生談話、討論室供學生交流及停等以及學生移動便利等理念。 三、政大附中國中部學生學科型教室使用滿意度高，使用感受非常好。 四、政大附中國中部學生學習自我效能屬於普通偏高，其中以言語說服、生理狀態及樂意學習三向度平均較高，而整體學習效能為女生高於男生。 五、政大附中國中部學生學科教室滿意度與使用感受與其學習自我效能為中度正相關，且學生學科教室滿意度與使用感受越高，學習自我效能也越高，高低分組在言語說服及樂意學習之差異最明顯。 　　 　　研究者根據文獻探討與研究發現，提出以下幾點建議： 一、對教育機關及人員之建議 （一）學科型教室空間營運模式值得推廣。 （二）學校規劃者在規劃學科型教室空間設備時，應將校地條件、班級數、教師員額、課程設計及師生需求融入規劃考量。 （三）實施學科型教室，教室應有充足教學設備並強化學科佈置，以突顯其特色。 （四）學科教室與班級基地之配置應注意動線便利性，並配合課表強化空間機能。 （五）實施學科型教室應提供安全置物空間及便利停等設施，以減少學生移動負擔，可延長下課時間至15到20分鐘，以增加人際互動機會並使移動更平順。 （六）推行學科型教室時，學校對教師、學生及家長均需持續加強溝通與理念宣導。 （七）定期調查使用者對學科型教室運作之意見，作為對現有措施調整參考。 二、對未來相關研究之建議 （一）在研究學校的選擇上，增加研究學校，與其他學科型教室學校比較。 （二）在研究對象的選擇上，擴大研究對象，納入全校學生或教職員。 （三）在研究內容方面，拓廣研究範圍，作更完整之用後評估，探討更廣泛之學習態度及行為。 / Variation type classroom is one of the operational models of school classrooms. In this model, all classrooms belong to subject teachers instead of students of the class. It is believed that this model could help teachers teach and students learn from the results of literature review. This study examines the relationship between the using satisfaction of variation type classroom and academic self-efficacy of junior high school students in AHS of NCCU. It also examines behaviors of junior high school students in variation type classroom. There are 158 junior high school students in AHS of NCCU surveyed, the secretary and 5 assistant class leaders interviewed, and 931 person-time and 2 classrooms observed in this study. Data gathered in this study indicated the following are the other key findings in this study: 1. The planning rationale of variation type classroom in AHS of NCCU consists of the needs of teachers teaching and students learning, storage, classroom transferring, interpersonal interactions and longer class break for more interaction and smoother classroom transferring of students. 2. The junior high students’using behaviors of variation type classroom in AHS of NCCU correspond to the planning rationale of it. 3. The junior high school students in AHS of NCCU have great using satisfaction toward variation type classroom. 4. The junior high school students in AHS of NCCU have general academic self-efficacy (2.88), with higher efficacy in verbal persuasion, physiological state, and enjoyment of learning. The female junior high students have higher academic self-efficacy than the male students do. 5. There is significant mid-level correlation between the using satisfaction and academic self-efficacy of junior high school students in variation type classroom, and the higher the using satisfaction the students have, the higher their academic self-efficacy is. The major implications of this study are as follows: 1. Variation type classroom operational model is worth promoting. 2. School planner should fully consider about the ground of the school, number of classes and faculty, curricula design and needs of teachers and students when planning space and facilities of variation type classroom. 3. In the variation type classroom operational model, classrooms should be equipped with enough teaching facilities and context of subjects should be emphasized to express the strengths of this model. 4. The convenience of the routes between subject classrooms and student lockers should be considered during arrangement process of the school and in correspondence with the class schedule. 5. The school in variation type classroom should provide safe lockers and convenient facilities for stay and wait to make students move with less stuff. Longer break (15-20 minutes) could be taken into account to promote interpersonal interaction and make students’ transferring of classrooms more smoothly. 6. The school administration needs to communicate and advocate consistently with the students, their parents and the faculty about the rationale of variation type classroom. 7. The school administration could survey about the users’ using satisfaction and opinion regularly to make necessary modification of the model or space and facilities of variation type classroom.