本研究目的為探討教室內環境的綠化與兒童的直接注意力是否相關，並討論在不同課程種類及不同專注力的高低下，室內環境綠化與兒童注意力的關係。本研究共為期六週，依實驗環境綠化程度的不同，研究地點為幼稚園教室，樣本為12位幼稚園學童，採用量化及質化研究方法並行。在量化的研究方法上，將學童的注意力行為分類依程度不同分為六類，以「教室環境綠化有無」為自變項，「兒童注意力行為」為依變項，經列聯表及卡方檢定，測試其關聯性。在質化的研究方法上，則是記錄上課情況的現場筆記，將記錄的內容一一登入至質性研究軟體NUD.IST v.3.02，並以類統計式的分析方法加以分析。根據量化及質化的研究結論，總體而言，結果均說明室內綠化環境有助於兒童上課的注意力表現。

The purpose of this study is to test the relationship between child’s direct attentions with the plantings vs. non-plantings classroom. Controlling of different kinds of classes and different levels of children’s attention characters, six testing weeks were arranged in a kindergarten. There are 12 children in this classroom. Both the quantitative and the qualitative method were applied to collect children’s attention condition. For the quantities recording method, the children’s attentive was categorized into 6 levels. The plantings were used as the independent variable and the child’s attention behavior were used as independent variable for cross tabulation analysis. The NUD.IST v3.02 were used for the content analysis of the qualitative notes of children’s attentive records. Result of quantitative analysis shows plantings classroom increases children’s attention level. Results of the qualitative analysis show the plantings effect increasing child’s attention in all different kinds of classes and all levels of children’s attention character.