劉若蘭Liu, Ruo-Lan黃郁宸Huang, Yu-Chen2019-08-282018-03-092019-08-282018http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060207014E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88230本研究旨在探討高雄市高中生校園經驗與學校社群感的關係，採用問卷調查法之量化設計，以「高中生校園經驗與學校社群感量表」為研究工具；量表分個人基本資料、校園環境知覺量表、校園整合經驗量表、學校社群感量表等四部分，其中個人背景變項包括性別、年級、身分、選讀類組、高中入學成績、家庭社經背景等；校園環境知覺包括物質環境、社會環境、制度環境三變項；校園整合經驗包括課業投入、課外活動參與、人際互動等；學校社群感則是涵蓋學校親和、學校認同、學校參與、學校關懷等四因素。 以高雄市12所公立普通高中為對象，分層叢集取樣進行問卷調查，共回收有效樣本488份，分別以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關分析、多元迴歸分析之統計方法進行量化分析。研究結果歸納如下： 一、不同性別、年級、身分、選讀類組、入學成績的高中生在校園環境知覺上有顯著差異。 二、不同性別、年級、入學成績、家庭社經背景的高中生在校園整合經驗有顯著差異。 三、不同性別、年級、身分、選讀類組、入學成績、家庭社經背景的高中生之學校社群感有顯著差異。 四、高中生校園環境知覺、校園整合經驗與學校社群感間呈高度正相關，其中校園環境知覺方面，以制度環境與學校社群感的相關性最高、物質環境最低；校園整合經驗方面，則以人際互動與學校社群感的相關性最高、課業投入最低。 五、個人背景與環境知覺中，性別、物質環境、社會環境、制度環境等因素對於校園整合經驗，為顯著的預測因素，解釋力達36％。 六、個人背景、校園環境知覺與校園整合經驗中，性別、身分、年級、物質環境、制度環境、社會環境、人際互動、課外活動參與、課業投入等因素對於學校社群感，為顯著的預測因素，解釋力達70.1％。 最後本研究分別對高中學生事務工作與高中教師提出建議。對學生事務方面建議為：（一）針對不同年級學生之階段性需求，發展多元適切的輔導方案。（二）賦權予能，培養學生對校園環境的情懷與責任感。（三）規劃特色課程或方案，彰顯學校內的建築意義與歷史軌跡。（四）扶持學生自治組織的發展與成熟，暢通上下層溝通管道；對學校教師方面建議為：（一）注重學生的個別需求，實施文化回應教學。（二）加強班級經營，並且給予學生支持及關懷。（三）設計多元的課程活動，提昇教學品質。This study aims to explore the relationship between campus experiences and the sense of community at school for Kaohsiung high school students. The questionnaire for this study is “Scale of High School Students’ Campus Experiences and the Sense of Community at School”, which include four parts: basic information, environmental perception scale, experience of campus integration scale, and sense of community at school scale. The personal background variables included gender, grade, identity, elective group, entry grade for high school, and the socioeconomic status of the family. In environmental perception, it included material environment, social environment, and system environment. In campus integration experience, it included study commitment, extracurricular activities, and interpersonal interactions. In sense of community at school, it included four factors: school affinity, school identity, school participation, and school care. A total of 488 valid samples were collected from 12 public high schools in Kaohsiung City, and the results were analyzed by descriptive statistics, t test, one-way ANOVA, Pearson product correlation analysis, multiple regression analysis for quantitative analysis. The results are summarized as follows: 1.There were significant differences in the environmental perception among high school students of different gender, grade, identity, elective group and school entry achievement. 2.There were significant differences in the experience of campus integration among high school students with different gender, grade, school entry achievement and family socioeconomic status . 3.There were significant differences in the sense of community at school among high school students of different gender, grade, identity, elective group, school entry achievement and family socioeconomic status . 4.There is a high degree of positive correlation between environmental perception, campus integration experience, and sense of community at school. Among them, in terms of environmental perception, the correlation between system environment and sense of community at school was the highest, while the material environment was the lowest; in terms of school integration experiences, the correlation with interpersonal interaction and sense of community at school were the highest, while study commitment was the lowest. 5.Personal background and environmental perception can significantly predict the experience of campus integration; among them, gender, material environment, social environment, and system environment are the significant predictive factors, with an explanatory power of 36%. 6.Personal background, environmental perception, and campus integration experiences can significantly predict the sense of community at school, among them, gender, grade, identity, material environment, system environment, social environment, extracurricular activities, interpersonal interaction, and study commitment are the significant predictive factors, with an explanatory power of 70.1%. Finally, this study proposes suggestions for senior high school student affairs and senior high school teachers. the recommendations for senior high school student affairs include: (1)Develop dynamic appropriate targeted counseling programs targeting at the different needs of students in different stages; (2) Cultivate students’ feelings and responsibilities towards the campus environment, and to adequately give up certain space management and planning power; (3) Design relevant specialized courses or service learning so as to highlight the architectural meaning and historical traits of the campus; (4) Support the development and growth of students’ autonomous organization with a smooth top=to-bottom communication channel. the recommendations for senior high school teachers include: (1) Pay attention to the individual needs of the students and implement cultural responsive teaching; (2) Fortify the interaction with the students and provide them support and care; (3) Design dynamic courses and activities so as enhancing teaching quality.高中生校園經驗學校社群感high school studentscampus experiencesense of community at school