近年因私人運具發達，導致生活在現代都市的兒童，在鄰里環境中各項活動，無論是移動力、被允許活動之種類與程度，均呈現縮小與下降的趨勢，然而，兒童活動中，影響最嚴重者，即為對兒童通學行為模式之影響；然而探討兒童通學行為之研究，多在探討通學時之運具選擇，對於兒童在其通學旅程中，不需成人陪伴，可獨立自由移動之程度與在空間上範圍則缺乏討論，故本研究擬以兒童「通學獨立移動」為探討議題，探討公共設施與人行系統較缺乏的小型衛星市鎮兒童，通學獨立移動之空間範圍、程度與影響因素。本研究以新北市泰山區泰山、義學國小為例，共調查了共522個參與家庭，根據實證結果顯示，兒童通學路徑中，僅63.04%有設置步行系統，兒童通學經過路口數平均約15.9個，家長感受鄰里步行環境不友善；在兒童通學獨立移動程度方面，兒童各項通學獨立移動平均值介於33.03%至40.33%間，若換算成單次通學旅程中自行通學平均距離，僅約148.72公尺至215.72公尺間，兒童通學模式仍以成人接送為主。影響兒童通學獨立移動之主要因素，則多以家長與兒童個人特徵因素為主，計有：兒童年齡、家長對兒童獨自通學之擔心程度、家長對鄰里環境親近之認同程度等因素；至於鄰里環境對兒童通學獨立移動之影響多為間接性影響，僅有「通學經過路口數」會直接反向影響兒童上學與通學獨立移動程度。此外，由於兒童放學後多需前往第三地停留（安親或課輔班），影響兒童返家旅程之特性，而兒童返家獨立移動之影響因素皆為兒童年齡、家長對安親之需求與信任、兒童教養與環境親近認同態度等因素，前述因素對兒童返家獨立移動程度之影響程度，則較上學與通學旅程為高。

Increases in private vehicle ownership in recent years have led to reductions in both children's mobility and permitted activities in their local neighborhood. The most serious impact has been on how children commute to school. However, most studies on commuting to school focus on the choice of transportation, and lack discussion on the extent to which and the range within which children are independently mobile and can commute to school without adult accompaniment. This study therefore addresses the issue of children's independent mobility when commuting to school, examining the degree and range of independent mobility in a small satellite town lacking in public facilities and pedestrian infrastructure. The study looks at the cases of the Taishan and Yishiue Elementary Schools in the Taishan District, New Taipei City, surveying a total of 522 families. The results show that only 63.04% of routes taken to school had pedestrian facilitates and children had to cross an average of 15.9 road intersections to reach school, revealing a far from ideal physical environment for commuting from parents viewpoint. Measures of average independent mobility to school ranged between 33.03% and 40.33%. At the same time, the average distance of independent journeys to school was in the range of 148.72 and 215.72 meters. These results confirm that the main pattern of children commuting to school is picked by adults. However, results also show that factors of personalities from parents and children are the most important determinants of children's mobility when commuting to school. These factors are child's age, parental anxiety about children travelling to school independently, and the level of intimacy with the neighborhood. The effect of the physical environment on children's independent mobility when commuting to school is mostly indirect. Only the ＂number of road intersections crossed when commuting to school＂ has a direct effect on children's independent mobility to school. In addition, because most children attend after-school classes following the end of the formal school day, the significant factors of children's school-home journey are factors of personalities from parents and children. The child's age, parental demands of daycare, parental upbringing, and intimacy with the neighborhood have a greater influence on a child's journey home at the end of the day than the journey to school at the start of the day. However, choice of transportation has less influence on the level of mobility on the journey home when compared to the journey to school.