本研究旨在探討臺北市職業學校與國民中學教育人員對於我國規劃實施國民技藝教育的意見。為達成研究目的，首先探討相關文獻以建立本研究之架構，並據以發展調查問卷。繼而實施問卷調查，選取臺北市各公私立職業學校及國民中學校長、行政人員及技藝教師各一人為調查對象，共寄發問卷288份，回收有效問卷200份，回收率為69.44%。調查結束隨即進行統計分析，所採用的統計方法包括百分比、平均數、t考驗、單因子變異數分析及薛費氏法等。
根據本研究的調查結果，可歸納出下列結論：
一、臺北市職業學校與國民中學教育人員傾向贊同繼續實施 「發展與改進國中技藝教育方案」，亦傾向贊同實施「第十年國民技藝教育」。但是，對於兩者的贊同程度頗有差距，實施尊重學生參加意願的「發展與改進國中技藝教育方案」顯然比實施強制就讀的「第十年國民技藝教育」獲得較多的支持。
二、臺北市職業學校與國民中學教育人員傾向贊同實施國中技藝教育以解決學習成就偏低國中生問題僅能治標而不能治本。
三、對於實施第十年國民技藝教育後未繼續就學童考生應參加國四輔導班的看法，雖然臺北市職業學校與國民中學教育人員之意見仍傾向贊同，惟贊同程度偏低，可見教育部所規劃之國四輔導班尚有改進的空間。
四、臺北市職業學校與國民中學教育人員對於規劃實施國民技藝教育之下列各項正面敘述均傾向贊同，其贊同程度之高低順序如同排序：
（一）不具學術傾向國中生參加國中技藝教育班能夠重建學習 信心。
（二）規劃實施國民技藝教育符合「過性教育」理念。
（三）就讀國中技藝教育班或實用技能班學生能依其能力、性向及興趣選擇類班或類科。
（四）強制國中畢業未繼續就學者接受第十年國民技藝教育能改善其生涯發展機會。
（五）加強實施國中技藝教育能降低國中層級青少年犯罪率。
（六）教育部規劃未來的第十學年教育具有共同核心課程是可行的。
（七）強制國中畢業未繼續就學者接受第十年國民技藝教育符合照顧弱勢群體之社會公平正義原則。
（八）實施第十年國民技藝教育可以減少青少年行為問題。
（九）國中技藝教育班與實用技能班課程能夠相互銜接。
五、臺北市職業學校與國民中學教育人員對於規劃實施國民技藝教育之下列各項負面敘述均傾向不贊同，其不贊同程度之高低順序如同排序：
（一）國中生接受技藝教育會妨礙基本科目之學習。
（二）國中技藝教育班課程屬於職業教育性質不符合國中生生涯試探需要。
（三）實施國民技藝教育違反教育延後分流趨勢。
（四）第十年國民技藝教育所培育的勞動力容易被社會淘汰。
（五）第十年國民技藝教育之內涵屬職業教育性質而與國民教育精神不符。
（六）國中技藝教育班有次等學生標籤。

The purpose of this study is to investigate the opinion of educators of the senior vocational schools and junior high schools of Taipei City in regard to the planning and implementation of the practical arts of compulsory education. For this purpose, the researcher first analyzed relating literature in order to establish the research framework, and then develop the research questionnaire. Then, the questionnaire survey was conducted, selecting one each of principals, administrative personnel, and practical arts teachers from each public and private senior vocational schools and junior high schools of Taipei City as subjects of research. Total number of questionnaires mailed was 288 copies, among which 200 valid questionnaires were mailed back with a valid percentage of 69.44 %. The data collected were then analyzed by using the method of statistics including: percentage, mean, t test, one-way ANOVA, and Scheffe' method.
According to the investigation results of this study, one may draw the following conclusions:
1. Educators of the senior vocational schools and junior high schools of Taipei City lean toward approval of the continuing implementation of the "Plan for Development & Improvement of Junior High School Practical Arts Education" and also lean toward approval of the implementation of the "Tenth Year Practical Arts of Compulsory Education". However, there are differences in the approval levels of the two. The implementation of the "Plan for Development & Improvement of Junior High School Practical Arts Education" which respects the wishes of the students received greater support than the implementation of the compulsory "Tenth Year Practical Arts of Compulsory Education".
2. Educators of the senior vocational schools and junior high schools of Taipei City lean toward approval that implementation of junior high school practical arts education as a solution for the problem of junior high school students with low levels of scholarly achievement is not an effective cure for the problem.
3. As for the option that after the implementation of the Tenth Year Practical Arts of Compulsory Education, students taking the senior high school entrance examinations again who are not continuing their education must attend the fourth year junior high school tutoring class, although the opinions of the educators of the senior vocational schools and junior high schools of Taipei City still lean toward approval, but the approval level is low. It can be inferred that the fourth year junior high school tutoring class planned by the Ministry of Education still has room for improvement.
4. The opinions of the educators of the senior vocational schools and junior high schools of Taipei City to these positive statements below in regard to the planning and implementation of the practical arts of compulsory education all lean toward approval. The statements are arranged below in approval level from higher to lower:
(1) Junior high school students without academic inclinations participating in the junior high school practical arts education can regain their confidence.
(2) The planning and implementation of the practical arts of compulsory education is in accordance with the philosophy of "education appropriate to the personality of the individual".
(3) Students enrolled in the junior high school practical arts education class or the vocational high school practical skill class can select courses or departments according to their ability, personality, and interests.
(4) Making it compulsory for those junior high school graduates not continuing their education to enroll in the Tenth Year Practical Arts of Compulsory Education can improve their chances of career development.
(5) Reinforcing the implementation of junior high school practical arts education can lower the juvenile crime rate among junior high school students.
(6) The future tenth year education with same core curriculum planned by the Ministry of Education is possible.
(7) Making it compulsory for those junior high school graduates not continuing their education to enroll in the Tenth Year Practical Arts of Compulsory Education tallies with the idea of looking after the interests of minority groups in the principle of social justice and fairness.
(8) The implementation of the Tenth Year Practical Arts of Compulsory Education can lower the occurrence of uvenile delinquency.
(9) Junior high school practical arts education curriculum nd the vocational high school practical skill urriculum can work in conjunction with each other.
5. The opinions of the educators of the senior vocational schools and junior high schools of Taipei City to these negative statements below in regard to the planning and implementation of the practical arts of compulsory education all lean toward disapproval. The statements are arranged below in disapproval level from higher to lower:
(1) If junior high school students enroll in practical arts education, it will interfere with their learning of the fundamental subjects.
(2) Junior high school practical arts education are vocational education curriculum in nature and do not correspond to junior high school student career exploration needs.
(3) The implementation of practical arts of compulsory education is in violation of the trend of delaying separation of educational tracks.
(4) The labor force nurtured by the Tenth Year Practical Arts of Compulsory Education will be quickly rejected by society.
(5) The contents of the Tenth Year Practical Arts of Compulsory Education are vocational education in nature and do not correspond to the spirit of compulsory education.
(6) Junior high school practical arts education curriculum have the stigma of being for second class students.