「校園生物棲地」環境之經營是維持校園生物多樣性及生態平衡最有效的方法，擁有生物棲地的校園也是進行自然保育教學的最佳環境。本研究透過對十二位專家學者進行訪談並現地踏勘十二所國小校園，發現符合生物多樣性及環境教育所需的校園環境應要符合(1)營造多樣化的棲地環境，(2)種植本土多樣性的生物食草與蜜源植物，(3)採行低度的管理措施，(4)推行環境教育等4要件。本研究邀請十二位專家，針對校園生物棲地(Biotope)之棲地環境指標進行專家德懷術問卷調查，建構完成的指標包含永續綠校園政策與實施、荒野觀察區、草地、花圃、喬灌木樹叢、水域（包含水池與溪流）等六面向，共計60個指標。整體而言，本指標希望學校能在校園中以適當比例面積規劃設置各類生物棲地，並能種植多樣化的生物食草，以及種植本土多樣化的誘鳥、誘蝶植物，校園更應進行低頻度的管理措施（減少除草次數、落葉適度清掃、盡量不使用農藥），將校園圍牆盡量修建爲低矮的多孔隙綠籬圍牆，自然能夠吸引生物前來。校園內的水域環境，應注意水的循環，種植多樣化適量的沈水、漂浮與挺水植物，並擺設成多孔隙的環境，以利水生生物生存。校方應指派專人紀錄與維護校園內的生物資源，教師們並能利用校園內的生物資源進行環境教育，教導孩子愛護各種生物，共同維護校園環境，避免給校園內的生物過多的騷擾，依循上述作法，相信必能將校園經營成爲進行環境教育的最佳園地，也就是優良的生物棲地。

The management of <||>Campus Biotopes<||> environment is the most effective method to maintain the biodiversity and ecological balance in the campus. On the other hand, the campus with Biotopes is also the best place to carry out nature conservation education. By interviewing experts and scholars and investigating elementary schools on the spot, it was found that the campus environment which was consistent with biodiversity and suitable for environmental education should possess the following conditions: (1) building the diverse biotopes environment; (2) growing indigenous diverse biological grasses and nectariferous plants; (3) taking low management measures; (4) implementing environmental education. A 12-experts panel Delphi questionnaire survey on the environment indexes of campus Biotopes was conducted. There were 60 indicators, involved in six categories being built: the policies and implementation for sustainable green campus, wilderness observation area, lawn, flower nursery garden, arbor and bush bosk, and waters (inclusive of ponds and rivulets). Overall, these indicators being set up was expected to guide that schools could plan a proper proportion of area on campus to set up the biotopes for various creatures, and could grow diverse biological grasses and the indigenous plants that could lure birds and butterflies. The schools should also take low management measures (such as reducing the frequentcy of weeding, fallen leaves being properly swept, trying not to use pesticides). If the campus was surrounded by low hedge walls, the living creatures would be naturally attracted. For the environment of waters in the campus, the circulation of water was very important; meanwhile, a certain amount of diverse submerging, floating and emerging plants should be grown; moreover, the porous water environment would benefit the survival of aquatic creatures. The schools ought to specially assign one or some workers to record and maintain the biological resources of campus. The teachers should imbue students with the concept of environment based on the biological resources of campus, instructed them to take good care of various living creatures, and jointly safeguarded the environment in the school yard, in order to avoid overfull disturbance the creatures in the campus. With the measures mentioned above, it was believed that campus management would surely make schools become the best place to implement the environmental education and were the good biotopes.