1. 嘉義縣國民中學學生的班級文化中,「互動關係」向度趨向正面的程度最高,而「態度價值」趨向正面的程度最低。 2. 嘉義縣國民中學學生的秩序解體中,「分心行為」的程度最為嚴重,而「違規行為」的程度最為輕微。 3. 嘉義縣國民中學以女學生,一、三年級學生班級文化趨向正面的程度較男學生,二年級的學生為高。 4. 嘉義縣國民中學以偏遠地區(含特偏),班級人數在20人以下的學生秩序解體的程度較為嚴重。 5. 嘉義縣國民中學學生的「班級文化」中,「態度價值」及「互動關係」兩向度趨向正面的程度越高,「整體秩序解體」的程度越輕微;但「整體班級文化」與「整體秩序解體」則無顯著相關。 6. 嘉義縣國民中學學生的性別、年級、學校區域及班級人數等四個背景變項中,以「學校區域」對「整體秩序解體」有負向預測力。 7. 班級文化中的「互動關係」對於秩序解體之「分心行為」、「干擾行為」、「違規行為」及「整體秩序解體」皆有負向預測力。
1.In the category of “classroom culture”, Junior high school students in Chia Yi county got more positive scores in the trait of “relationship of interaction” and less positive scores in the trait of “attitude and value”. 2.In the category of “classroom collapse”, the “behavior of distraction” was at high severity, and the “behavior of breaking the rules” was at low severity. 3.The girl students, the seventh and ninth grade students show higher positive scores than the boy students and the eighth grade students. 4.Students in remote districts in which classroom numbers are lower than twenty show higher severity on “classroom collapse”. 5.In the category of “ classroom culture”, the trait of “ relationship of interaction”, and “attitude and value” were negatively correlated with “classroom collapse”. 6.Among the background information on gender, grade, area, and classroom number, “area of the school” showed negative prediction to “overall classroom collapse”. 7.In the category of “classroom culture”, the trait of “relationship of interaction”showed negative prediction to the behaviors of distraction, interference, and rule-breaking.