*中心館藏網址:http://tulips.ntu.edu.tw/record=b2173944*cht  

[ 摘要 ]
本研究旨在探討原住民國小班級學習環境與平地國小的差異，並分析性別、年級、教師領導類型對班級學習環境的作用，及班級學習環境與學主學習行為間的關係。
本研究使用「班級學習環境問卷」、「教師領導行為問卷」、「學生學習行為問卷」等三份問卷，對屏東縣市十所原住民國小與八所平地國小合計966位學生，進行問卷調查；並以單因子多變項變異數分析、多元迴歸分析、典型相關分析等統計分析方法分析所蒐集到的資料；最後根據問卷架構，設計訪談大綱，對受試學校的六名教師進行訪談，以與量化資料相互佐證，並進一步深入探討研究發現的意義。
本研究之結論如下：
一、原住民國小與平地國小的班級學習環境，在團結合作、滿意、融入、競爭、教師支持、教師控制、偏愛、民主、目標導向、課業結構、班級秩序、物質環境等層面有顯著差異。
二、不同性別的班級學習環境，在衝突、教師控制、偏愛、課業結構等層面有顯著差異。
三、不同年級的班級學習環境，在滿意、教師支持、教師控制、偏愛、民主、課業結構、物質環境等層面有顯著差異。
四、不同學校別、性別的班級學習環境，在教師控制、偏愛、課業結構、班級秩序、物質環境等層面有交互作用存在。
五、不同學校別、年級的班級學習環境，在團結合作、衝突、教師控制、民主、目標導向、課業結構、班級秩序等層面有交互作用存在。
六、不同教師領導類型的班級學習環境，在團結合作、滿意、融入、競爭、教師支持、教師控制、偏愛、民主、目標導向、課業結構、班級秩序、物質環境等層面有顯著差異。
七、斑級學習環境可有效預測或解釋學生的學習行為。
根據上述研究結果，本研究提出如下建議：
一、在教育輔導方面--1.提升原住民國小學生對班級學習環境的知覺；2.加強原住民國小之師生互動及培養教師的多元化能力；3.教師應採高倡導高關懷的領導方式並善用倡導行為；4.加強實施原住民家庭之親職教育；5.對班級學習環境有較負向知覺的學生安排輔導方案。
二、進一步研究建議--l.以「學校」作為研究單位，探究「原住民學校環境」的情形；2.探究其它相關因素，如學生人格特性、家長社經背景、班級大小、科目、教師人格特質、學業成就等，對班級學習環境2的影響情形；3.採用深度晤談法、觀察法等方法從事原住民班級學習環境之研究。4.考量原住民的語文程度、族群特性，設計更適合他們填答的問卷；5.進一步擴大研究範圍，比較不同的原住民族群間班級學習環境的差異情形；或是以縱貫式或橫斷式的研究方法，比較原住民國小、國中、高中等不同身心發展階段學生的班級學習環境。

[ ABSTRACT ]
The purposes of this study are to (1)compare the learning environment of indigenous elementary schools with nonindigenous ones; (2)analyze the influence of students''''sex, grade and teachers'''' leadership on learning environment; (3)understand the relationship betmeen learning environment and students'''' learning behavior.
This study is a survey research, data collected by using ""Learning Environment Questionnaire"",""Leadrs'''' Behavior Questionnaire"", and ""Learning Behavior Questionnaire"", The subjects are a sample of 966 students(Grade4 and Grade6) in ten indigenous elementary schools and eight nonindigenous ones in Ping-tung county, Taiwan. Data obtained are analyzed by one-way MANOVA, multiple regression and canonical correlation. In addition, six teachers are interviewed to get more information.
The main findings of the study are as follows:
1.Significant differences are found between indigenous and nonindigenous elementary schools regarding their perceptions of the learning environment on solidarity, satisfaction, involvement, competitiveness, teacher support, teacher control, favoritism, democracy, goal direction, task structure, older and material environment.
2.Significant differences are found between boys and girls regarding their perceplions of the learning environment on conflicts, teacher control, favoritism, and task structre.
3.Significant differences are found between Grade 4 and Grade6 students regarding their perceptions of the learning environment on satisfaction, teacher support, teacher control, favoritism, democtacy, task structure,and material environment.
4.There is interaction between school and students'''' sex regarding their perceptions of the learning environment on teacher control, favoritism, task structure, order, and material environment.
5.There is interaction between school and students'''' grade regarding their perceptions of the learning environment on solidarity, conflicts, teacher control, democracy, goal direction, task structure,and order.
6.Signifi.cant differences are found between different teacher leadership styles regarding their perceptions of the learning environment on solidarity,satisfaction, involvement, competitiveness, teacher support, teacher control, favoritism, democracy, goal direction, task structure, order and material environment.
7.Learning environment is able to predict or explain students'''' learning behavior effectively.
Based on the results, implications of the study for education and guidance are discussed, and suggestions for future research were proposed.