本研究旨在建構高中實施全人教育課程觀點的正向管教指標，並依此結果，提 供各高中及教育行政機關促進「全人教育課程觀點的正向管教」的推行。本研究方 法是採德懷術(Delphi)和曆級分析法（AHP)這兩階段的問卷調査實施，研究 發現：
一、經由權重排序，正向管教指標分生活適應（37.7%)、潛在課程 (34%)、生命開展（17.3%)、生態活絡（10.8%)四個構面，共19個指標。
二、整體階層指標間，最重要的前七名分別為：多元參與的親職課程、楷模 學習的服務課程、陶冶性情的藝術課程、培養責任的幹部制度、激勵包容的競賽活 動、適性活力的社團課程、公平合理的獎懲制度。
此外，有兩點建議：
1.各校可依自身需求，彈性選擇增強個別學校所需的構面及指標。
2.所有學校皆應鼓勵家長投入親職教育課程以促進正向管教。

The purpose of the study was to construct the indicators of positive discipline with a perspective of holistic educational curriculum and to promote the practice development of positive discipline for senior high schools as well as educational administrative authorities. The method of the study was adopted with two phases of questionnaires by "Delphi” and ”AHP,f.
Principal findings:
1. There were 4 dimensions and 19 indicators; the weight and order of these 4 dimensions were as follows: (1) life adjustments ： 37.7%; (2)hidden curriculum ： 34%; (3) development of life ： 17.3%; (4) dynamic environment ： 10.8%.
2. Among the indicators, the top seven ones of the most importance were respectively "multiple participation in parenting programs”，"learning model and service course•”，”character building in art course”，"responsibility of the cadres training system” /’encouragement of inclusive contest”，”adaptive dynamic community programs”，”fair and reasonable reward and punishment system ”•
In addition, two suggestions were as follows :
1. Every school could choose elastically the dimensions and indicators needed according to what they wanted.
2. Schools should offer a variety of parent education programs to meet the positive discipline.