本研究的主要目的，是以中原大學學生對傳統活動與校園景點的知覺為例，探討大學生對全人教育理念下的校園文化之感受與看法。本研究屬探索性研究，採質性研究的紮根理論，以叢集抽樣抽取的1050位受試同學為對象，利用開放式問題蒐集大學生對校園傳統活動及景點的反應意見。結果顯示，大學生對校園傳統活動和景點大多呈現積極正向的知覺與評價。十大傳統活動依序為：每學年兩次的運動會、各系才藝晚會、聖誕佈置與報佳音活動、母親節合唱比賽、送宵夜活動、人生講座、英文話劇比賽、母親節卡片寄送、系升旗、全人教育。透過紮根理論分析，上述校園傳統活動蘊含「酬賞經驗」之核心構念，其中包含發展性、依附性、體驗性與認同性四項範疇。校園十大景點依序為：鐘塔、校門、圖書館、噴水池、大草坪、懷恩樓、體育館、科學館、運動場、力行宿舍。校園景點的核心構念則為「校園瑰寶」，包含象徵性、形象性、傳奇性與實用性四項範疇。由研究結果顯示，全人教育理念下的校園文化已隱約的影響學生對傳統活動與校園景點的認知。全人校園文化能增進人的「關聯需求」與「認同需求」的滿足。給予「定位的架構與投注的對象」。進而成為滿足「植根需求」的基礎，學生從而找尋到屬於自己的學習天地。學生在校園文化的參與和學習也呈現出多元、全方位、全人化的特色，注重和諧、均衡的發展，可見全人教育理念是有利於校園文化內涵的孕育與建構的。針對研究結果，本研究亦提出討論、建議，以作為未來研究及教育實務上的參考。

The main purpose of this study is to examine campus culture within the framework of holistic education from students' perceptions of traditional activities and campus buildings and landscapes for Chung Yuan Christian University. This is a qualitative exploratory research consists of grounded theory analyses of campus traditions and landscapes. Through cluster sampling, 1050 subjects were selected from twenty-one classes enrolled in the General Education. Results indicated that college students perceived traditional activities and campus buildings and landscapes in a positive sense. The core construct found in the campus traditions was rewarding experience, whereas varsity treasure was the core construct for campus landscapes. Holistic education-instilled campus culture enhances individuals' satisfaction of relatedness need and identification need. It may provide a frame of orientation and an object of devotion for campus members and further become the basis for putting down roots from which students find their own learning places. Recommendations and suggestions are made for future implications and research.