本研究擬探討國中綜合活動學習領域之教科書中使用貼紙來進行活動之設計對教學效果的影響，研究方法採文件分析、觀察與訪談法。結果發現「貼紙使用」之活動設計對教師掌握教學進度與秩序有較佳的效果，不過在「教學目標的達成」、「學習動機的促進」與「創造力的引發」等教學效果中，「有使用貼紙」之活動設計並不如「無使用貼紙」之活動設計來的理想，部分貼紙設計甚至會壓抑學生表達真實感受與意見，因之教科書中貼紙之設計以及運用貼紙來進行活動的活動設計方式需再加以斟酌與修正。

The purpose of the study is to explore the teaching effects of stickers used to design activities in comprehensive learning area textbooks in junior high school. The methods of the study include documentary analysis, observation, and interview. The results are concluded as follows： 1.The activities of using stickers make better effects on controlling teaching progress and class order. 2.In achieving teaching goals, promoting learning motivation and inspiring creativities aspects, the teaching effects of the activities of using stickers are not eminent. 3.Some activities of using stickers may restrict students to express real feelings and opinions. In sum, the activities of using stickers in textbooks should be considered carefully and revised.