本研究之研究目的在了解國民小學教師、教育學者專家及教育行政人員對於國民小學實施包班或分科教學之意見，以及師院教授對於調整師院組織型態及課程結以配合國小班級教學型態之意見，並依據本研究結果提出建議，供主管教育行政當局作決策時之參考。 本研究所調查之樣本為臺灣地區國民小學教師1200人，師院教授265人，及教育行政人員115人，共計1580人。研究工具為研究者自編的「國民小學教學型態調查問卷」(甲)(乙)兩式，甲式由國小教師及教育行政人員填答，乙式由師院教授填答。 根據本研究之結果，獲得下列結論: 1. 包班教學、分科教學與廣分科教學各有其利弊得失，應採何種教學型態未獲一致的定論。 2. 國小教師大多能勝任各科教學，如能根據教師專長，妥善安排科任教師擔任藝能科及自然科之教學，則國小繼續實施包班教學不致發生很大的困難。 3. 目前臺灣地區小型國小佔一半以上，實施分科教學或廣域分科教學皆有排課之困難。 4. 國小應配合班級教學之型態，改進其課務安排及人員編制。 師院應配合國小之教學型態，調整其課程結構及組織型態。

The purposes of this study were :(1) to investigate the attitudes of the elementary school teachers, the teacher college professors, and the educational administrators on the feasibility of implementing the whole-class or the subject-separated teaching in elementary schools; and (2) to explore the college professors opinions about the way to change the organization and the curriculum of the college to gear with the classroom teaching models in elementary schools. The whole-class teaching refers to a teaching model in which there is only one teacher to teach all or most of the subjects in a class. A subject-separated teaching refers to a teaching model in which there are many teachers to teach different subjects in a class, and every teacher teaches only one or two subjects based on his major. The subjects of this study were 1200 elementary school teachers, 265 teacher college professors and 115 educational administrators. The “Inventory of the Teaching Models for the Elementary schools” developed by the researchers was conducted.