本研究嘗試應用多準則評估方法，建立三階段十步驟之學區劃分模式。第一階段：前置作業，主要工作為步驟一「界定劃分區域及學校」。第二階段：多準則評估，包括步驟二「決定評估準則相對權重」，評估準則包括距離、安全、環境及意願四項；第三驟三「里校適配值評估」步驟四「篩選備選學校」；第驟五「求取里校適配值」；步驟六「各校備選里排序」。第三階段：學區分派，包孫驟七「各校抓取備選里」；步驟八「排除重複分派」步驟九「處理分派剩餘」；步驟十「策略性調整」。 本研究並以臺北市國民中學學區刜分問題進行個案實證研究。結果發現，模式除能解決現行作業缺失外，劃分所得學區之整體里校適配值，以及大多數分派變動的里與學之里校適配值得分均獲提高，顯示模式具有相當之效用。惟模式部分環節未完全標準化，資料蒐集與學校規模差異控制亦仍待改善。

　　　　　This paper tries to use multi-criteria programming method to establish a zoning model of attendant area. The model includes three stages and ten steps: The first stage: prior task. The main work is "deciding zoning area and schools". (step 1) The second stage: multi-criteria programming. The main works include: "deciding the weighting values of assessing criteria" (step 2), the assessing criteria are distance, safety, environment and desire; "assessing suitable values of Li (里)-school" (step 3); "choicing alternative schools" (step 4); "calculating suitable values of Li-school" (step 5); "ranking alternative Lis of each school" (step 6). The third stage: assigning attendant areas. The main works include: "'catching alternative Lis orderly for each school" (step 7); "excluding repeated-catch Lis" (step 8) "assigning surplus Lis" (step 9); "strategic adjustment" (step 10). We use the problem of zoning attendant area of junior-high school of Taipei as positivism study case. The result provides that the model is valueful. But there are some where not standardize fully, and the collecting of data and the controlling of school size still need to improve, too.