陳文典賴政宏2019-09-052005-8-172019-09-052005http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00T1411022%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/102421本研究主要的目的，在了解目前國三學生班級氣氛的特質與現況為何，並探討班級氣氛、學習態度及學習成就間的關係。以台北縣汐止市國三的學生，取六班共222人為施測調查對象，應用敘述統計、單因子變異數分析、積差相關、多元迴歸分析等統計方法，進行各項考驗分析，最後歸納出以下主要的結論：一、國三的班級氣氛，大致上令學生感到安定，而且競爭的壓力不會太大。二、國三學生有較佳的學習動機與態度，但是缺乏學習信心與興趣，整體的學習態度尚可，而且各班差異不大。三、合作的學習環境、教師主動關懷學生、引導學生專注於自然科的課業上、及良好的學習態度，均有助於提昇學習成就，而且班級氣氛的目標層面對學習成就的影響較學習態度更大。四、學生感受到安定與和諧的班級氣氛，學習態度也會跟著變好。但班級氣氛造成太大的壓力，反而無助於提昇學習態度。五、影響學習的因素眾多，班級氣氛的影響只佔其中一小部分。六、學習的態度、信心、動機、興趣關係密切。七、班級氣氛其他層面對學習的關係雖然未達顯著，但是班級氣氛各層面之間仍然會互相影響。最後，本研究對自然科教師班級經營提出建議，期待有助於改善班級氣氛與學生的學習，同時也建議進一步研究的方向。The main objective of this research was to access to the characteristic and current situation of the classroom climate with regard to the third grade students in junior high schools and further explore the relationship among classroom climate, learning attitude and academic achievement. The research targets were the third grade students in junior high schools of Shijr City, Taipei County. There were 222 students of 6 classes. The researcher utilized the statistical methods such as descriptive statistics, One-way ANOVA, product-moment correlation and multiple regression analysis to proceed with each test and analysis and finally generalized the following main conclusions: 1. The classroom climate of grade three generally stabilized the students who did not feel stressful with regard to the competition. 2. The third grade students in junior high school had better learning motivation and attitudes. However, they lacked learning confidence and interests. The overall learning attitude was acceptable and there was no prominent difference among each class. 3. Cooperative learning environment, teachers’ active concern about the students, teachers’ leading the students to the subject of natural science and excellent learning attitudes would enhance learning achievement. The objective aspect of classroom climate influenced academic achievement more than learning attitude. 4. When the student recognized stable and harmonic classroom climate, their learning attitudes would be better. However, when the classroom climate was too stressful, the students’ learning attitudes would not be upgraded. 5. The factors which affected learning were various. The factor of classroom climate was the small part of them. 6. Learning attitude, confidence, motivation and interest were closely connected with each other. 7. Although other aspects of classroom climate did not reach prominent standard upon learning, they still reveal the effects with each other. Finally, this research offered the suggestion with regard to the operation of the teachers’ classes of subjects of natural science and expected the study would improve classroom climate and the students’ learning. The researcher further suggested the prospective research direction.班級氣氛學習態度學業成就classroom climatelearning attitudeacademic achievement