隨著知識經濟時代的來臨，運用資訊科技是現代人必備的基本能力。而學校圖書館因地利之便，是國小師生最容易接觸到的資訊來源之一。教師要培養學生利用圖書館的習慣與能力，則本身必須具備圖書館專業知能，並懂得善用圖書館的各項資源。 本研究以基隆市國民小學教師為對象，旨在調查教師對學校圖書館的認知與使用學校圖書的概況，並探討其差異情形。再綜合教師對學校圖書館的意見提出建議，供未來制定圖書館相關政策或研擬經營發展方向時的參考。本研究採用問卷調查法，研究結果摘要如下： 不同背景之教師對學校圖書館各面向的認知均有正面的評價。其中以「推展閱讀」面向的認知最為良好，其次依序為「與課程的關聯性」、「規劃設計」及「館藏、管理與服務」面向，而認同度最低的則為「支援教學」面向。 教師對學校圖書館的認知情形會隨著教師的目前職務、教育程度、年齡及性別等背景變項而有不同的差異情形。兼任行政教師最能認同「館藏、管理與服務」、「與課程的關連性」、「支援教學」與「推展閱讀」等面向的功能。一般大學畢業者對「規畫設計」面向的認同度最高；師範院系畢業者對「與課程的關聯性」面向的認知較為良好；年齡大的教師最能認同圖書館「推廣閱讀」的功能；男性教師則對「支援教學」面向感到較滿意。 教師在使用學校圖書館時，以支援教學為主要目的，但因教學上的需求使用圖書館的頻率與時間卻明顯偏低。教師最倚重網路資源以滿足資訊需求；在使用圖書館資料的情形方面則尚待加強；最需要圖書館提供教學新知資源；認為最需要改進的是館藏數量不足的問題。教師並不常參加圖書館利用專業知能的進修，但在圖書館利用能力上有很不錯的自我評價。 教師使用學校圖書館的情形會隨著教師的背景變項而有所差異。導師及兼任行政教師使用的情形較為類似。師範院校畢業、資深、年齡較長及女性教師，使用學校圖書館的情形則較為良好。 由研究結果歸納以下建議：地方政府及教育主管機關每年應提撥固定的經費；增設圖書館專職人員之編制；建立全市國民小學圖書館教學資源共享平台。學校方面應積極爭取經費；多元化增購館藏；整合學校圖書館為教學資源中心。教師方面，應把握專業進修的機會、將圖書館利用教育融入教學；善用學校圖書館資源，並適時主動提出建議，以落實學校圖書館支援教師教學之功能。 / For the coming alongside with the era of knowledge-based economy, it has become our fundamental capability that people today have to be able to make use of information technology. As of location convenience for school library, it has become one of the sources so that teachers and students elementary can access to information. In fact, if teachers must nurture students with habit and capability to exploit library, they must be able to be equipped with professional knowledge of library and are able to make use of various kinds of resources of library. This study has taken the teachers of elementary school teachers of Keelung City as its subjects, and aimed to investigate the cognition of teachers regarding school library as well as the scenario making use of school library. Besides, it would also explore the difference. This study will employ questionnaire survey, with its research results summarized found as follows: Teachers of diverse background are found with positive evaluation regarding each of the aspects for school library. Among them, the aspect of “promotion for reading” is considered to be of the best, seconded by aspects as “relevancy to curriculum,” “library collection, management, and service,” and “programming design,” whereas the aspect of “support to teaching” tails and is found with the lowest cognition. Teacher’s cognition of school library was different in accordance with the background variables such as current position, educational background, age and gender. Teachers with administrative position can recognize most school library’s functions in the aspects of “library collection, management, and service,” “relevancy to curriculum,” “support to teaching” and “promotion for reading”. Average college graduates gave highest approval to the aspect of “programming design,” while, teacher’s college graduates expressed more approval in the aspect of “relevancy to curriculum,”; older teachers approved most in the function of “promotion for reading”; male teachers were more satisfied with the aspect of “support to teaching”. The primary aim for teachers to use school library is supposedly to support their teaching demands; however, the results reflecting in frequency and time for this purpose were relatively low. As for teachers who rely on network resources to accommodate their information needs, it is found that the scenario making use of information with school library remains much to be improved. In fact, what teachers need most from school library is that it can provide resources of novel knowledge, while the problem of library collection is what teachers consider improvement must be made. Teachers do not often attend further training for professional competence of school library, but they do have rather favorable self-evaluation regarding the utility of library manpower. Teachers’ use of school library was found to vary in accordance with the variables of their background. Homeroom teachers and teachers with administration position seemed more identical in their use of school library. Teacher’s college graduates, senior teachers and older teachers as well as female teachers would show a better use of school library. As learned and concluded from study results, it is thus suggested: local government and competent authority of education should appropriate fixed amount of expenditure annually, increase the formation of specialized personnel for school library, and establish collective platform for teaching resources among school library of elementary schools for the entire city. On the part of schools, they should actively strive for more funding, increase library collections with diversified channels, and integrate school library as the center of teaching resources. On the part of teachers, they should take hold of chance for professional study and training, combine school library into their teaching, make good use of resources from school library, and appropriately put forth proposal, thus helping to realize the function of having school library in support teaching for teachers.