本研究的主要目的係在探討統整教育教學模式之有感應學習環境組成要素的有效性，以推廣應用於國小資優班。除一項半天之整體環境實驗外，其餘均採實驗組－探制組準實驗設計方式進行，以確實了解統整教育教學模式部分組成要素與統整各環境因素之實驗成效。研究對象包括臺北市國小設立資優班之學校共445名學生，針對學習環境設計的要素進行一係列有關顏色、音樂、肌肉放鬆等五個小實驗與兩項統整上述學習環境因素之實驗，主要發現有以下數項： 1. 由三項顏色實驗之結果顯示，藍綠紫色系雖未顯著影響記憶力、文章推論與應用能力，然對文章大意理解能力的增進則有顯著成效，而紅黃橙色系亦未顯著影響學生的聯想力，但上述結果均有學生學習方式之個別差異存在。 2. 由三項顏色實驗之結果顯示，國小資優生對顏色的觀感與國外文獻結果大致一致，並無文化差異存在。由其意見分析中顯示，藍綠紫色系確有產生平靜、安定、自由、舒服、輕鬆、憂鬱、昏暗、傷感、單調、無趣、沈悉的感覺，而紅黃橙色則會產生緊張、明亮、刺眼、鮮豔、壓力、疲勞、快樂、溫暖、活力、奔放的感覺。 3. 肌肉放鬆訓練實驗結果顯示雖未顯著影響考試之成績，但由大多數的學生的意見分析中顯示對其心情之放鬆與考試成績有正面助益。 4. 音樂背景實驗結果顯示雖未能顯著影響學習之成效，但大多數學生表示對其學習之成效有正面助益，尤其是古典、柔和、輕鬆的音樂是多數資優學生能接納的。 5. 由二項整體環境實驗研究中學生的意見分析發現，大多數學生對統整教育教學模式有感應學習環境之建立元素包括顏色、放鬆訓練、音樂背景與整體環境均持正向之看法。 6. 整體而言，國小資優生對統整教育教學模式有感應的學習環境部分之顏色、音樂背景與肌肉放鬆的安排大致均表認同，絕大部份學生對整體成效相當滿意。其所提之正向理由涵蓋在知識、社交、人際、情緒與整體的層面，且在內容敘述上相當具體與豐富。

　　　　　The purpose of this study was to explore the effects of environmental factors of the Integrative Education Model for setting up a local responsive learning environment for elementary gifted students. Experimental-control group designs were used in five research settings. Four hundred and twenty-three elementary gifted students from schools with gifted classes in Taipei participated in color, background music, muscle relaxation, and whole learning environment studies. The results were: 1. Blue and violet color together has significant effect on enhancing gifted students' literary comprehension ability. Although the findings of the other two series color studies indicated color made no significant differences between the test scores of the two groups on memory and divergent thinking abilities, qualitative data of students' opinions showed that there were some mental influences. So learning centers with different colors still need to be established. Blues, greens, and violets were better for information processing, while red, orange, and yellow colors were effective for active thinking. 2. Muscle relaxation training had no significant influences on the performance scores of the subjects. However, students' opinion analysis showed some mental influences. 3. Although background music had no significant effects on the experimental group's test performance, the subjects admitted some mental influences. Classic, peaceful, graceful, and relax music were favored while teacher doing the lectures. 4. From student opinions' analysis, it indicated that most of the students favored the learning environment set according to the responsive environment factors of Integrative Education Model. According to the above findings, some suggestions were made for future implementation.