本研究旨在調查台北地區國小教師認為最重要和最過合社區參與學習的議題，以及過合教學年級。基於此目的，本研究以台北地區140所公立國小620位教師為對象，採用自編之「國小教師社區參與學習問卷」作為研究工具，復將調查所得資料以次數分配、百分比、t考驗、單因子變異數分析等統計方式處理。歸納研究結果，獲致以下結論： 一、議題調查部分 (一)台北地區國小教師認為最重要的教學議題為與「學校環境」、「校園安全」及「社區地理景觀」有關之議題：最適合教學的議題為與「校園安全」、「學校環境」及「社區人文活動」有關之議題。 (二)適合教學的年級依次為高年級、中年級、低年級。 (三)教師選擇議題的規準，會以學生需要為優先考量。 (四)不同背景變項之國小教師，其對議題重要性在學歷、是否為學區當地人、有無參與社區相關活動或課程研習之變項上有差異。 最後，依據研究結果提出建議，以供當前教育實施及未來研究之參考。

The purpose of this study was to understand elementary teachers' opinions about the most important and suitable issues for community participation learning as well as the grade levels for facing the issues. We developed a questionnaire, named 'Teachers' Opinions on Community Participation Learning'. 620 teachers drawn from 140 elementary schools in the Taipei district were surveyed by this questionnaire. The data were analyzed by frequency, percentage, (-test, one-way ANOVA, and X2. Results of the analyses are summarized as follows: 1. The most important issues raised by teachers are under the categories of 'school environment', 'campus safety', and 'geographical features of the community'. The most suitable issues are related to 'campus safety', 'school environment' and 'community activities'. 2.The 5th and 6th graders are more appropriate for the implementation of the issues-centered approach than the lower graders. 3.The first priority for choosing issues is students' need. 4.There are significant differences in teachers' academic degrees, being native to the community, and experiences of participating in community activities. Based on these findings, this study proposed some recommendations to the educational authorities for policies and further study.