在瞭解大學學生在體育選課、教師教學及場地設備等因素之教學效能。方法：採問卷調查，以便利取樣開南大學學生為408 位為受試對象，男性150 名、女性258 名，全體平均年齡19.25 歲(SD±1.14)。研究工具以盧居福、韓大衛（1998）等編制之「大學體育教學滿意度量表」，所得結果以描述性統計、t 檢定及多元逐步迴歸分析等方法驗證。結果：一、大學學生選課前最重視教學環境因素，課後則以情緒放鬆感受最高，且發現男性較女性學生偏重運動技術及參與表現。再者，十三個因素中祗有心理感受、社會互動和興趣休閒等因素沒有顯著的落差存在。二、在相關與預測方面，教師教學相關因素及場地設備相關因素與整體教學滿意度呈顯著負相關，而「教學環境落差」可成功預測效標變項「教學滿意度」。結論：本研究的大學學生認為教學滿意度和身體健康、情緒放鬆、心理感受、興趣休閒、教學素質、教師特質、成績評量、設備器材及教學環境等九個因素有關連存在，顯見體育教學效能之優劣與人、設備有直接關連存在。

Purpose: The purpose of this study was to examine the factors that influence on teaching efficiency among student’s need, instructor’s teaching and facilities at Kainan University. Convenience sampling was employed. Methods: The participants (N=408, 150 males and 258 females, Avg. age 19.25, SD±1.14) were asked to fill in the questionnaire “Survey of college students’ PE teaching satisfaction” (Gi-Fu Lu & David Han, 1998). The obtained data were analyzed by descriptive statistics,T test and multiple stepwise regressions. Results: The following results were founded in this study:(1)Students care more about learning environment and emotional relaxation, preceding and following course taken respectively. Male students stressed more on skilled regularity and performance than female students. There was no significant difference among psychological needs, society mutuality and recreation. (2)There was negative relationship among instructor’s teaching, facilities and overall teaching satisfaction. The level of teach ng satisfaction could be predicted by the variance of learning environment. Conclusion: There exists relationship between PE teaching efficiency and teachers/students, environment.