論文提要內容：
本研究之目的主要在瞭解我國國中學生反學校的概況，進而探討國中學生反學校文化之影響因素及類型，並探究導引學生反學校文化的重要策略，以作為教育相關單位之參考。
本研究採取的研究方法包括文獻探討、問卷調查、訪談三種方法。在文獻探討方面，主要針對國內外有關學生反學校文化的意義、內涵、類別、影響因素等相關文獻加以彙整閱讀，作為編擬本研究工具的依據，並作為對研究結果詮釋的理論基礎；在問卷調查方面，學生部份問卷主要是以一千五百二十九名國中學生為對象，藉以瞭解一般國中學生反學校文化之概況，並分析各背景變項與國中學生反學校文化之間的關係，進一步瞭解影響國中學生反學校文化之相關因素；而教師部份問卷的主要則是在瞭解導引國中生反學校文化的因應策略；在訪談法方面，研究者十一位反學校的國中學生及九位教師進行訪談，以便能與問卷調查的結果相互印證，更配合問卷調查與文獻探討所得，瞭解學生的反學校文化對學校教育的負面影響及啟示。
本研究所獲致的結果如下：
一、反學校文化是學生反對學校主流文化權威的態度與行為。
二、反學校文化的表現方式有多種型態，且兼具負面與積極性的意義
三、反學校文化行為約可歸納為偏激型、疏離型、敷衍型、逃避型、創新型、玩樂型、自殘型等七種類型。
四、國中學生較常以「敷衍型」、「疏離型」、「玩樂型」、「創新型」的方式來表達他們對學校的反抗。
五、來自於中、高社經地位的國中學生，最常以「創新型」的方式來表達他們對學校的不滿，
六、採取「放任」的管教方式 、「時常批評」學校、「時常吵架」之父母親，其子女在學校表現出反抗學校文化行為的情形明顯有較高的現象。
七、後段班學生的反學校行為較普通班學生及前段班學生嚴重。
八、師生關係愈差、對學校設備與環境愈不滿意、對老師教學方法持負面態度、對課程內容及學校活動不滿意、覺得行政人員及教師的管教方式不合理、覺得校規愈不合理的國中學生，則其在學校表現出各種不同類型反學校文化的程度就愈高。
九、愈是容易受同儕壓力而反對老師及校規的國中學生，其表現出各種不同類型反學校文化的程度就愈高。
十、「父母親對對學校的態度」以及「父母親對學生的學業是否關心」二項因素是最能預測國中學生在學校中的反學校文化行為的家庭因素。
十一、「家庭社經地位」只在「創新型」的反學校文化的行為中具有影響力，其他六個層面則否，而且其影響力相對於「家長對學校教育的態度」而言較小。
十二、在學校因素中，「因同儕的影響而違反校規」以及「因同儕的影響而違反老師」此二因素最能預測國中學生的反學校行為表現。
十三、「教師的管教方式」、「教師的教學方法」、「學校校規」、「師生關係」對國中學生的反學校文化行為也都具有影響力。
十四、國中學生反學校文化容易形成集體行為，造成班級經營的困難，進而無法達成教育目標。
十五、國中學生反學校文化有其積極的意義，一方面足以培養學生做理性思考及獨立判斷的能力，使學生為面對往後的社會生活做準備，另一方面學生的反抗學校提供教師一個深度自省與思考的機會。
依據上述結論，本研究提出下列幾項建議：
一、學校應貫徹常態編班的政策。
二、提供多元化、實用性、民主化的課程，著重五育並重的教育目標。
三、除了應重視境教之外，校規的制訂應合理與公正，營造正義的學校環境。
四、學校應培養學生「處理衝突」的能力。
五、多接近學生、瞭解學生，以加強師生關係。
六、教師除了應改進教學方法之外，也須運用適當的管教方式管理學生。
七、善用同儕的力量，導引青少年的反抗行為。
八、父母應採民主的方式管教子女，營造良好的家庭氣氛。
九、父母也應積極參與學校教育活動，與學校做良性的溝通。

ABSTRACT：
The purposes of this study are to understand the general situation and the effecting factors of counter-school culture for junior high schoo students, and then to find the important tactics that can guide the behaviors of counter-school culture into positive ways.
Questionnaire survey and depth interview have been adopted in this study. The sujects of questionnaire survey include 1529 junior high school students and 331 teachers.Besides, the researcher also interviews eleven students who resist school culture and nine teachers. By this way, the results of questionnaire survey can be proved furtherly.And then, the influnces of this study on school education can be acquired positively.
According to study findings, the conclusons of this study are drawn as followings:
1. The meaning of counter-school culture is to resist the authority of school culture.
2.The formes of counter-school culture for junior high school students are variant.This study concludes seven formes:the extream, the negative, the joyous, the self-injured, the evading, the perfunctory, and the innovating.
3.The students from high social-income status constantly adopt the forme of the innovating when they are dissatisfied with school.
4.Those students whose parents take a hands-off attitude, critize school, and quarrel with each other constantly resist school culture seriously.
5. Those students studying in B class resist school culture more seriously than those in A class.
6.The school exists many factors that can make students resist the school. They are the relationship with terchers, the teachers' instruction, curriculum, school activities, school disciplines, and the influence of peers.
7.The factor of low social-economic status is not the abslute reason that leads to students resistance. The parents' attitudes toward school predict the behaviors of counter-school culture mostly among the family backgrounds.
8.The counter-school culture makes the students form collective behaviors easily. That also makes some trachers have difficult class management. Finally, the educational aims cannot be achieved.
9. The counter-school culture of junior high students exists positive implication. On the one hand, it provides the teachers the opportunities to think through school education deeply. On the other hand, it helps the students develop the ability of judgement independently and resonable thinking, that is to let the students prepare for the future.
10.When the sstudents voice can be regarded, the school reform can occur.

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