本研究首先以臺北市高、低效能各兩所學校，每校選取三年級中上班和中下班各 兩班為對象，共計四所學校八個班級。其次，以國際學校效能研究計畫共同編製的「特殊教 學策略觀察系統」和「教室觀察量表」為工具，進行數學科教學觀察。主要研究目的在探討 ：任教高╱低效能學校的教師，或中上╱中下班級的教學，在「教學型態」以及「教學品質 」兩方面的差異情形。 由於研究樣本較小，故採曼惠特尼考驗 (Mann Whitney Test) 進行 統計分析。研究結果發現：在教學型態方面，任教高效能學校的教師花在要求學生「複誦」 和「例行性事物」的時間，顯著多於任教低效能學校的教師；低效能學校的教師花在「活動 轉換」的時間，顯著多於高效能學校的教師。中下班的教師花在「負向的課業回饋」和「負 向的行為回饋」兩方面的時間，顯著多於中上班的教師。在教學品質方面，高效能學校的教 師在「展現教室管理技巧」和「呈現多種教學方法」兩方面的表現，顯著優於低效能學校的 教師。中上班的教師在「展現教室管理技巧」和「促進學生正向的自我概念」兩方面的表現 ，顯著優於中下班的教師。

　　　　　The major purpose of this study was to compare the mathematics classrooms in effective and ineffective schools in Taipei city. The sampled schools were chosen based on reputation criteria. Several educational administrators were consulted to select 4 elementary schools in Taipei according to school effectiveness. Students' achievement in math was used as an indicator of school effectiveness in the study. In addition, 2 classes from each school were chosen for classroom observation; one was chosen from the first half of the classes, the other was chosen form the second half of the classes. In total, 8 classes were chosen as the research sample. Observations were conducted during mathematics classrooms using two observation instruments to collect data, one was called Special Strategies Observation System, the other was called Classroom Observation Rating Scale. On the aspect of teaching pattern, it was fouond that teachers in the high effective schools spent significantly more time in "recitation" and "administrative routines" than teachers in the low effective schools, whereas teachers in the low effective schools spent significantly more time in "transition" than teachers in the high effective schools. In addition, teachers in the second half classes spent significantly more time in "negative academic feedback" and "negative behavior feedback" than teachers in the first half classes. On the aspect of teaching quality, teachers in the high effective schools demonstrated significantly better classroom management teachniques and a variety of teaching techniques than teachers in the low effective schools. In addition, teachers in the first half classes demonstrated significantly better classroom management teachniques and promoted significantly positive self-concepts in learners than teachers in the second half classes.