本文以溫特「社會建構主義」文化－角色－利益－行為的理論途徑為參考架構，檢視學校國防教育體系社會實踐成效。在從國防軍事專業觀念融合教育文化觀念而形成全民國防文化的共有觀念狀態下，從國防專業軍官內化為教育軍訓教官進而發展成全民國防教育人員角色身份，並從國防知能課程發展到防衛實務演練技能進而創造理論與實務體用合一的共同利益追求，以完成全民國防價值鏈、全民防衛組織鏈、全民國防活動鏈、全民國防資源鏈的構築，實現一個整合各級學校國防教育與校園安全防護演練合一的社會實踐效益，作為推進全民國防教育與全民防衛演練相互驗證的全民國防體系的參考基石。

The passage take Alexander Wendt's ”culture-role-interest-behavior” approach to check the social practice effectness of school national defense education .While the concept of military professionals interchange with educational culture and change into all-out defense shared ideas, national defense professional officers internalize into educational military instructors and advance to the role identity personel of all-out national defense education. The pursuit of interest of defense knowledge learing mixes with national defense practice skills change into the common interest in the unity of theory and practice. The purpose is to construct all-out national defense chains in values, organizations, activities, resources to realize the integrity effectness of school national defense education and campus security defense practice. Doing so will provide the basis to promote mutual checkness of defense education and defense practice.