本研究旨在探討國中師生對有效教學行為之意見，以南區國中教師638人，學生 1945人為接受問卷調查之對象，茲將研究結果摘述如下： 　　一、教師對教學表現的評估不如對重要性的認知；教學表現與重要性認知未能符合的 原因主要為教材份量或教學時間的問題，其次為學生能力或動機的問題，家庭背景或社區 文化是最不重要的配合因素。 　　二、教師之畢業科系與就讀學校對有效教學行為重要性認知未造成影響，但對現況評 估造成影響。年級對學生認知有效教學行為的重要性具有顯著的影響，地區則無影響。 　　三、學生認為促進了解層面的教學行為最重要，其次為秩序與動機層面，最不重要者 為策略與指導層面。

　　　　　This study is to survey the junior high school teachers' and students' opinions of various effective teaching behaviors. There were 638 junior high schools' teachers and 1945 students in southern area of Taiwan were investigated. The results were summarized as follows: 1.The average scores of "evaluation to the performance of other teachers" is lower than that of their own "cognition of the extent of importance of effective teaching behaviors". The difference between two scores was mainly result from the problem of teaching materials or teaching times, and students' ability or learning motivation. But factors such as family background or community culture is the least important matching factors. 　　2.The school and department which teachers graduated from would not affect their cognition of the importance of effective teaching behaviors, but would affect their evaluation to the performance of other teachers. 3.Students considered "teaching behaviors in promoting understanding" as the most important teaching behaviors. The second important teaching behaviors is "the maintenance of the class order and inducing of students' motivation". On the other hand, "teaching behaviors of strategies and guidances" is the least important. 4.Students' cognition of the importance of effective teaching behaviors was significantly affected by grade, but was not significantly affected by the zone which they live.