本研究係一探索研究，主要是以瞭解學童對於未來世界與未來學校的想像內容為主（以下簡稱未來圖象），並且希望能夠透過這些內容，歸結出影響學童做出此類想像的可能原因，或是可能產生的改變。本研究以台北市立某國小學生為對象，研究工具主要為自編之工作單和指導語，引導學童以繪畫、文字及口語等多元的方式表達對於未來的世界與學校的想像樣貌。最後整理工作單之內容、口語交談之記錄，以圖畫分析、內容分析等方法對研究結果進行檢析與彙整。並且運用因果層次分析法將所得的結果與教育議題結合並討論之。

整體來說，本研究學童對於未來的想像是充滿積極的期待與憧憬的，然而，其中的差異性與現象的呈現，有許多值得深入探究之可能成因。因此，本研究將學童的未來圖象分為時間、空間與價值觀評斷三大主軸進行討論。在時間部份，本研究探討了學童對「未來」一詞時間的概念分佈情形、未來時間概念與生活經驗的結合、未來時間與科技發展的歷程、未來時間與個人的生涯規劃以及未來時間與非人物種分佈情形等討論；空間的部份，則分別討論未來的太空世界、未來人類發展的空間動向與未來的學校建置等重點；在價值評斷部份則討論學童對未來所抱持的態度以及對於未來的評價。本研究相關的延伸研究可增加不同對象的未來圖象比較、多元的研究主題以及發展系列未來導向的教學策略。本研究雖以學童的未來圖象之探索為出發點，實則希望藉由瞭解學童對於未來的想像，更貼近學童的需求，以求能夠在日後將未來圖象融入教育之中。

This research aimed at exploring children’s images of the future. According to related literature, images of the future world and school were chosen as the two major parts of the interview outlines. In order to get closer to children’s experience, this research used an instructional story to inspire their imagination in a broader sphere. Consequently, children were asked to use drawing, simple description, and oral presentation to express their images about the future. These reports along with observation records became the main sources of following drawing and content analysis to forming meanings and implications within children’s images. However, knowing children’s images is just one aspect for recreating the future. To link children’s images with reality is a more important aspect to understanding from now on. In order to realize this purpose, the researcher adopts Causal Layered Analysis (CLA), and tries to understand children’s images more deeply and extensively.     
The research finding contains three axes: time concepts, preferred space and evaluation on images of the future. Children’s concepts of the future’s time length have a very wide range. The researcher also discussed children’s time concepts and its relations with life experiences, timeline, technology innovation, career and nonhuman forms of life. Future images of space, universal space, possible developmental trajectories of human space and their preferred school setting in the future are the focuses in the second section. Lastly, when talking about feeling of the future, children’s attitudes and values toward the future are nearly active and optimistic. A series of integrated research on children’s future images would most definitely brings us deeper understandings on building a preferable learning environment.

章節目錄
第一章 緒論﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍1
第一節 研究動機與目的﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍4
第二節 名詞釋義﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍12
第三節 研究限制與困難﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍14
第二章 文獻探討﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍16
第一節 未來圖象研究的源起與定位﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍17
第二節 未來圖象與教育﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍25
第三節 未來圖象多元研究﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍32
第四節 結語﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍41
第三章 研究內容與方法﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍44
第一節 研究架構﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍44
第二節 研究方法的選取﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍46
第三節 研究對象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍52
第四節 研究流程﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍53
第五節 研究內容與研究進行方式﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍54
第四章 研究結果﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍58
第一節 時間與未來圖象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍61
第二節 空間與未來圖象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍77
第三節 評價未來圖象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍85
第四節 結語﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍89
第五章 討論與建議﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍92
第一節 結果討論﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍93
第二節 因果層次分析與未來圖象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍96
第三節 研究建議﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍101
參考書目﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍103
附錄﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍124 
圖表目錄
表一 教育發展的五個變革時期﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍8
表二 因果層次分析架構一覽表﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍51
表三 研究對象總體資料表﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍52
表四 學童對未來之時間概念分佈情形﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍59
圖一 社會變遷的網絡整合決策模式﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍20
圖二 未來學研究的核心模式﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍23
圖三 個人未來圖象形成示意圖﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍27
圖四 未來圖象、教育與決策過程及行動之關係示意圖﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍31
圖五 研究架構圖﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍45
圖六 因果層次分析與冰山示意圖﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍49
圖七 研究工作單﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍55
圖八 時間、空間與價值觀三向度的未來圖象﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍92
圖九 學童的未來圖象因果層次分析﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍﹍99

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