本研究的目的在於驗證多重模式班級輔導方案對國小兒童的學習表現與身
心適應的輔導效果。本研究採實驗研究法，研究對象為國小五年級兒童，
實驗班級共三十二班，學生總數一千三百四十名；控制班級共三十二班，
學生總數一千三百二十八名。實驗教師包括國小級任或科任教師共三十二
人，所有實驗教師參加兩日的多重模式班級輔導方案研習，並在學期中按
教師手冊實施班級輔導課程。實驗班級與控制班級兒童在實驗處理之前、
後均施以「學習與讀書策略」、「國語文成就」、「數學能力」、「兒童
焦慮」、「學校態度」等評量，所有班級的級任教師則擔任「班級行為」
前、後測的評量。本研究以評量工具的七個變項（有效學習策略、無效學
習策略、國語成就、數學能力、焦慮、學校態度、班級行為）來評估實驗
處理的效果，考驗本研究的各項假設。其次，實驗進行五個單元後，選取
六個實驗班級施以「班級輔導期中評量」，以評估前半實驗階段的輔導成
效。而實驗教師亦在完成每一次班級輔導單元後，填寫「班級輔導活動回
饋」，提供實驗心得與具體意見。本研究的主要發現如下：一、整體而言
，多重模式班級輔導方案對國小兒童的學習表現與身心適應的影響，大多
支持本研究的假設。　　　　　　　　二、整體而言，多重模式班級輔導
方案對國小女生的協助要比男生大　　。　　　　　　　　　　　　三、
不同性別的實驗教師對兒童學習表現與身心適應的輔導效果，皆無明顯的
影響。四、不同職務的實驗教師對兒童學習表現與身心適應的輔導效果，
皆沒有顯著的差異。　　　　　　　　　　　　　　　　　　　　　五、
實驗班級兒童在期中評量的反應，顯示有所收穫。不同性別的實驗班級兒
童在期中評量的反應沒有顯著差異。科任教師所擔任的實驗班級兒童，在
期中評量的反應優於級任教師所擔任的班級。六、多數的實驗教師對此次
的班級輔導方案的實驗，皆感到適當。不同職務的實驗教師對輔導單元實
施的回饋反應沒有顯著差異。根據研究的發現，本研究分別就「國小班級
輔導的推廣與實施」及「多重模式班級輔導方案的延續研究」提出若干建
議。

The purpose of this study was to examine the effects of the
multimodal guidance program on learning performance and physio-
psychological adjustment of elementary students. Subjects were
all fifth-grade students. The experimental group included
1,340 students in 32 classrooms, while the control group
included 1,328 students from the other 32 classrooms. There
were 32 teachers who participated in this study; they were
either master or subject-spcialized teachers. These teachers
had attended a two-day multimodal guidance program workshop and
carried out classroom guidance courses based on the teacher''s
manual. Before and after the treatment, the subjects in both
experimental and control groups received the following
criterion measures: "learning and study strategies", "language
achievement", "mathematics capacity", "children anxiety", and
"school attitudes". The master teachers of both experimental
and control classrooms evaluated their students,the "classroom
behavior" before and after the experiment. Seven variables(
effective learning strategies, ineffective learning strategies,
language achievement, mathematics capacity, anxiety, school
attitudes , and classroom behavior) were used to evaluate the
effects of the treatment and to test the hypotheses in this
study. After receiving five units of the treatment, six
classrooms in the experimental group were given the
intermediate evaluation of the program, in order to evaluate
the guidance effect during half way of the experiment. The
teachers filled out the activities feedback sheet after
finishing each unit of the program and gave their suggestions.
The results of this study were given. Based on the findings of
this study, several suggestions concerning about the promotion
and implementation of classroom guidance in elementary schools
and the future study of the multimodal guidance program were
given.