本研究係在了解國中實施常態分班的實況與教師、學生、家長等對常態分班的意見，以及實施常態分班後國中輔導工作的功能。本研究係以國中輔導秘書為調查對象，共獲413校之有效問卷，以輔導秘書在「國中學生常態分班之實施情形及輔導工作功能之研究問卷」各題之反應，分析當前國中實施常態分班政策的情形，以及輔導工作內容、功能等。研究結果顯示：(1) 家長雖然持反對的趨勢但不如輿論報導之強烈，教師與學生卻趨於贊成；(2) 各國中並未徹底實施常態分班，尤以都市學校為然； (3) 常態分班未能減低越區就學的情形；(4)常態分班對學校行政、學生人際關係、生活適應呈有利的反應，但教學上不易適應個別差異而升高了學習適應的困難；(5) 減低驕傲和自卑的不良心態；(6) 常態分班後，學生求助之問題內容與出現率與末實施常態分班前並無顯著差異；(7) 輔導秘書對其角色功能亦未因實施常態分班而有不同的看法。本研究綜合上述發現提出以下建議；(1)常態分班利多弊少宜予貫徹；(2)要徹底消除越區就學來減少反對常態分班的壓力；(3) 實施男女合班以配合常態分班，使國中分班更趨自然；(4) 開設選修科，配合學科能力來適應個別需要；(5) 加強一般性預防之輔導措施，以維護學生心理健康，進而建立整體性的輔導工作計畫；(6) 輔導活動課程由專任輔導教師擔任，以確實實施班級輔導活動而有助於常態分班的生活與學習適應；(7) 成立特別委員會協助學生分班與選修。

This study is to understand the existing conditions of Junior High Schooler's grouping according to the normal ability, the opinions given by teachers, Students and student's parents, and the functions of assistance and guidance ofter perfouning Normal Grouping policy at Junior High School level. The writer bases the study on the questionaire through the assitance of 413 guidance secretaries from different schools. The above guestionaires show the outcme as follows: 1.) Student's parents are not opposed strongly to the nurmol grouping than public opinions in the news report, while Both teachers and students favorably approve it. 2.) The normal grouping policy has not been thoroushly putinto practice especially schools at the urban areas. 3.) the said policy fails to reduce studeut's number of enrollment from other schooling zones. 4.) The said policy shows favarable reaction to school administration Student's human relations and living adaptation. However in performing, we find it not suitable for individual difference, and it makes some student's learning more difficult. 5.) It makes student's mental attitude-superioreity comples and inferiority complx-well adjusted. 6.) There is no striking defference between the normal grouping period and non-normal grouping period about the student's asking questions and the frequent occurrence. 7.) Guidane secretaries have various different viewpoints about their role functions which fail to result from the normal grouping policy. The writer recommends, from the foregoing discaveries, as follows: 1.) Thoroughly carry out the normal grouping policy because of it's more advantage and less disadvantage. 2.) Lower the pressure of opposing normal grouping by eliminating student's enrollment from other shooling zones. 3.) Conduct co-ed class to make the normal grouping more natural. 4.) Offer electives in keeping with student's academic ability to meet the individual needs. 5.) Establish guidance measures for student mental heath and an integrated proiect for guidance work. 6.) Assign full-time guidance teachers to offer the courser for guidance activities so as to assure that guidance activity at class level will be thoroughly carried out, and further assist students in the living and learning for normal grouping adaptation; establish a special commission to help students perfom the grouping and electing courses.