本研究主要探討高中普通科畢業生就讀四技二專工業類科學習的情況，就學業成績與自我肯定學習之滿意度，來瞭解其學習情況，就招生、課程與教學，提陳具體發現與建議，供相關人士及部門之參考。利用問卷調查法探討高中普通科畢業生在教學環境、教師教學、課程教材、學習規劃與人際關係等層面的自我滿意程度。並參照高職類科學生的學業成績，來了解普通科學生在專業科目與國英數科目方面的學業成績表現。資料分別以ｔ考驗與ANOVA統計分析，獲致如下的發現與結論：（一）高中、職畢業生不論是就讀四技或是二專工業類科，其整體學習滿意度都未達顯著差異；（二）高中、職學生除了對『學校開設的課程符合個人預期』與『自我轉化學習成果』約滿意程度等級為『不滿意』程度外，其餘為『普通』與『滿意』程度；（三）高中普通科學生不論是在四技或是二專工業類科，其國英數成績與專業科目成績均高於高職類科學生；（四）四技二專之工業與管理類工程組、衛生類、化工類等三類組，頗適合高申普通科畢業生就讀。最後並研提五項建議，俾供四技二專工業類科學校及相關教育行政機關參考：（一）擴大推廣高中普通畢業生就讀四枝二專工業類科的升學管道；（二）配合國內產業結構改變與升級，落實四技二專為技職教育的主軸；（三）充實學校軟、硬體設備，配合教學之需求；（四）重視技職師資的專業能力，提振教學效率。

The purpose of this study was to address the learning state of high school graduates in the industrial programs of technical colleges. The data were collected by the self-development survey questionnaire and referred to students academic performances in subjects as Chinese, English, Mathematics and professional subjects, he t-test and ANOVA statistic analysis methods were applied to compare data of high school graduates with those of vocational high school graduates, the results concluded as follows: (1) The difference of learning satisfaction was not significant between high school and vocational high school graduates enrolled in technical colleges. (2)The results of the two measured items, both the course arrangement matching your individual expectations and the transferring learning outcome, were ated as unsatisfied, and the rest eighteen items results were rated either fair or satisfied. (3) The academic scores of high school graduates were higher than those of vocational high school graduates. (4)The selected programs of technical college as Industrial Engineering Management, Sanitation Engineering and Chemical Engineering were customized for high school graduates to study. Considering the above mentioned results, some suggestions are submitted for references. They are: (1) Endeavor to smooth and promote the channel from high school to technical college systems. (2) Enhancing the Implementation of technical education to cope with our economic development. (3) Upgrading school equipment to meet learning needs. (4) Enhancing technical college teacher's expertise and teaching effectiveness.