本研究立目的在了解國民中學輔導活動課程的設計與實施的情況。包括探討課程標單的修訂、輔導活動學生手冊的效能及其被接受的程度，教師手冊的結構及功用，並比較生活、教育、職業三個輔導範圍的實施積效。經省市教育行政單位推荐120所輔導工作績優學校為評量積效的對象，另隨機抽取半數國中為調查實施情況之樣本，進行調查與分析。共得主要發現為： 一、輔導活動課程標準將原來以年級分配階段性重點修訂為全學程平均發展的整體性之設計普獲肯定；二、新編輔導活動學生手冊與教師手冊脫出教科書的窠臼已獲專業輔導教師的肯定與接受；三、生活輔導的積效優於職業輔導與教育輔導；四、單元活動的設計其生活化與活潑化的程度與受學生歡迎之程度相關很大；五、受學生歡迎的單元也比較容易達到輔導效果；六、班級輔導活動的時間被挪用之情形仍然存在。基於以上之研究結果，本研究提出以下建議；一、增加課程標準的彈性空間，際此學生手冊開放民營之今日，讓編者有較大的設計空間；二、強化班級輔導活動課程由專業輔導教師擔任之制度；三、強化目標取向的實施方針，使學生養成為自我學習負責之習慣；四、活動方式與內容多樣化，鼓勵超越既有學生手冊的設計以求適應學生之特殊需要；五、有計畫有系統地製作視聽輔助資料和教具以豐富活動內容；六、建立輔導活動課程實施績效之評鑑制度。

This study aimed at investigating the situations of the designing and implementation of the guidance activities curriculum in junior high schools, through examining the revision of curriculum standards, the efficiency of the student's handbook of guidance activities and its degree of acceptance, the structure and the function of the teacher's manual, and comparing the efficiency of implementation in three guidance areas: 1ife, education, and career guidance. The school subjects selected for the evaluation of its implementational efficiency in this study were 120 junior high schools recommended as highly efficient guidance schools by the provincial, as well as Taipei and Kaohsiung manuciple education administrative authorities. Meanwhile, half of them were randomly sampled to survey their implementating situations, which were further analyzed. Major findings were: 1) The design which revised the original year-bound foci in acordance with students' year of study into an integrative development balancedly distributed during the whole junior high school years has been widely affirmed; 2) The newly-compiled students' handbook and teacher's manual of junior high school guidance activities have been diverted from the textbook style. Such a shift was accepted and affirmed by the professional guidance teachers; 3) Life guidance was more efficient than career and education guidance; 4) In unit activities, the extent of its being life-oriented and lively held was highly correlated with the degree of student's acceptance; 5) Those units welcomed by the students were also easier to achieve the effects of guidance; and 6) Time for class guidance activities was still being used for non-guidance purposes. Based upon these findings, this study recommended: 1) To increase the flexibility that while the current students' handbook was published by private presses, the editors can designing; 2) To strengthen the system in which the class guidance activities curriculum can be conducted by professional guidance teachers; 3) To enhance goal-oriented guidelines of implementation, so as to develop among students a self-taught habit to be responsible for themselves; 4) To multiply ways and content of activities, and encourage both the teacher and the students to supersede the design of students' handbook so as to adapt it to students' specific needs; 5) To manufacture audio-visual materials and aids progressively and systematically so as to enrich the content of activities; and 6) To establish an evaluation system for evaluating the implementation efficiency of the guidance activities curriculum.