教育的主要目標在為國育才，培育全人。其教育措施為德智體群美五育並重，使學生能發展健全的身心，陶冶高尚的人格，培養活活潑潑的學生，成為堂堂正正的國民。
要使學生身心和人格得到健全的發展的培養，必須由廣義的教育內容著手，從學生的全面生活加以指導。學生的全面生活包括學校生活和校外生活，二者應視為兩個整體。由於國中學生正值青春期，是介乎兒童與成人之間的過渡階段，所以學校、家庭、社會三方面應通力合作，以學校教育為核心，擴張及於家庭教育和社會教育。換言之，不僅要使學生能獲得完整的學校教育，更要使學生受到良好的家庭教育和社會教育。
本研究的主要目的在探討台北市國民中學學生在學期間週間及週末之校外生活活動項目和活動量。同時，研究 不同性別、年級性別、家庭經濟地位、家庭大小和父母教養方式對學生校外生活之影響。

The Off─Campus activities of junior high school students tremendously affect the development of their mental and physical characteristics. This has been one of the major issues of compulsory education. Therefore, a comprehensive study on students’ Off─Campus activities is a necessity. The purpose of this study is to examine the students’ Off─Campus activities with reference to weekdays and weekends and evaluate the distribution profile according to the activities and frequency. A Study of Off─Campus activities is also made according to the influence of the sex, grades, socioeconomic status, the family size and method of parenting. In order to produce concrete results, a “Questionnaire on Off─Campus Activities of Junior High School Students” has been developed.
An initiative questionnaire was prepared with special reference to research documents. The questionnaire was subject to several revisions, preliminary testing and further evaluation by scholars and experts. The contents of the said questionnaire appears in two forms：on is the “Structural Form” and the other is the “Non─Structural Form.” The interviewers in addition recorded Off─Campus activities of the students on weekdays and weekends as well.
In December 1983, random samplings were conducted among the students of 10 Junior High Schools of the first and the third grades. The statistical analysis methods used were average, means of percentage, X2 tests, one way ANOVA and the Scheff’s method. Through these statistical analyses the following important conclusions were drawn：
1. The Off─Campus activities ranked by frequency on weekdays come in the following sequence：daily routine, home work, recreational activities, house work；while on the weekends, daily routine, recreational activities, home work, house work. The Off─Campus activities on weekdays based on the numbers of participants come in the following sequence：recreationally oriented, culturally oriented, socially oriented, and sports oriented；and that on the weekends；recreationally oriented, culturally oriented, socially oriented, and sports oriented.
2. As to the number of students participating in Off─Campus activities, it is evident that they participate in more events and in greater frequency during the weekends than on weekdays. And the mean of volumes of activities is in proportion to the number of participants.
3. The activities and frequency of Off─Campus activities are as follows：
（1）On weekdays：
a. The daily routine varies significantly with grade and the family’s social economic status.
b. Home work varies significantly with grades, the family’s social economic status and the family size.
c. Recreational activities vary significantly with sex and grades.
d. House work varies significantly with sex and grades.
（2）On weekends：
a. Daily routine varies significantly with grades.
b. Recreational activities vary significantly with grades.
c. Home work varies significantly with grades, family social and economic status, and the family size.
d. House work varies significantly with sex.
4. The activities and frequency of Off─Campus activities of junior high school students does not vary significantly with the method of fathering, the method of mothering, or the method of parenting.
5.The general Off─Campus living habits of junior high school students vary significantly with sex, grades, family soc8ial and economic status, and the family size respectively. Of all the factors, grades exert the greatest influence. It is obvious that the education On─Campus affects the activities of the Off─Campus.