本文旨在探討彰化縣國民中學技藝教育學程實施成效之情形。採用問卷調查法，以分層隨機抽樣方式，選取執行彰化縣國民中學技藝教育學程的相關教師148位，與完整選讀國中技藝教育學程的學生488位為研究樣本。調查所得資料以描述統計、單一樣本t考驗、二因子多變量變異數分析、單因子多變量變異數分析、Scheffe'事後比較法等進行統計分析。經過實證研究後所獲得之結論如下：（1）相關教師對國中技藝教育學程整體執行滿意度達滿意程度；（2）教師是否兼職行政職務與不同年資的教師，在執行滿意度上呈現顯著的交互效應。其中年資在5年以下的高職教師兼職行政，在「課程與教學」的構面上，其滿意度顯著優於國中教師兼職行政，也優於高職專任教師；在「環境與設備」的構面上，高職教師兼職行政，其滿意度顯著優於高職專任教師；（3）國中技藝教育學程學生在整體學習滿意度也達到滿意程度；（4）不同性別與不同學程開辦方式的學生，在學習滿意度上呈現顯著的交互效應，其中不同開辦方式的男生與女生在「課程與教學」、「環境與設備」與「學生輔導」等三個構面上，合作式皆優於自辦式；不同性別的合作式學生在「課程與教學」、「環境與設備」、「學生輔導」等三個構面上，女生滿意度皆優於男生；（5）學生的學習滿意度，不因其學業成績、家庭結構、家長教育程度的不同而有所差異。根據上述之研究結論提出具體建議，以利主管教育機關、學校、教師、學生及家長之參考。

The purpose of this study is to explore the effectiveness of Technical Education Programs for junior high schools in Changhua County. The way to investigate is to circulate the questionnaire with stratified random sampling among the 148 target teachers and 488 students who have completed the Technical Education Programs for junior high school. The collected data were analyzed by descriptive statistics, one-sample t-test, two-way MANOVA, one-way MANOVA, and Scheffé post hoc test. The empirical study conclusions are as follows: 1. The satisfaction of the related teachers on the implementation of technical Education Programs is above average. 2. The satisfaction on the implementation of the programs have interaction effects between the teachers at different positions and with different experiences. In the ＂Curriculum and Instruction＂ part, senior high school teachers holding consuming post as administrative management with less than 5 years experiences have higher satisfaction than junior high school teachers with administrative tasks and those full-time teachers in senior high school. In the ＂Environment and Equipment＂ part, senior high school teachers with administrative tasks have higher satisfaction than full-time senior high school teachers. 3. The learning satisfaction of junior high school students in Technical Education Programs is above average. 4. The learning satisfaction of the programs have interaction effects between different genders and different processing modes of students. In these three dimensions: ＂Curriculum and Instruction＂, ＂Environment and Equipment＂ and ＂Students Guidance＂, the Cooperative Technical Education Programs (CTEP) is better than Self-handled Technical Education Programs (STEP). Students of different genders in STEP show no obvious differences in these three dimensions. Girls' satisfaction is higher than boys' in these three dimensions in CTEP. 5. The satisfaction of learning effectiveness shows no differences from their different academic achievements, family structure, and educational backgrounds parents' occupation. Based on the purpose of research, literature review, and data analysis results, this study provides suggestions respectively on the institute of educational administration, school, teachers, students, parents and future studies.