本研究旨在建構幼兒園班級經營指標，先經由文獻分析與訪談，作為建構幼兒園班級經營指標之依據，再透過專家審題建立指標問卷。本研究採行傳統德菲法，邀請相關領域之幼教老師、教育行政人員、學者專家組成德菲專家群，在三回合的德菲問卷調查並取得共識後，建立幼兒園班級經營指標。
壹、據此，本研究之結論如下：
一、幼兒園班級經營指標包含三個層面、八個指標構面與四十六個指標項目。
二、幼兒園教師之班級經營應包括課室活動、課室環境、親師互動等三個指標層面平衡發展。
三、幼兒園班級經營指標的課室活動層面包含生活常規管理、教學活動管理、行為問題處理、班級行政管理等四個指標構面。
四、幼兒園班級經營指標的課室環境層面包含學習情境營造、多元學習需求等二個指標構面。
五、幼兒園班級經營指標的親師互動層面包含親師溝通、親師合作等二個指標構面。
六、運用傳統德菲法方式建構幼兒園班級經營指標有其優點與限制。
貳、最後根據研究結果提出具體建議如下：
一、幼兒園教師班級經營指標方面
（一）幼兒園班級經營指標可以做為教師專業發展評鑑參考之工具。
（二）幼兒園教師班級經營指標可以納入幼兒園基礎評鑑相關項目。
（三）建構幼兒園教師班級經營指標，可以作為教師自我省察之工具。
（四）參酌幼兒園教師班級經營指標內容以規畫相關進修活動。
二、後續研究方面
（一）擴充幼兒園教師班級經營指標之相關研究。
（二）幼兒園教師班級經營指標應配合社會變遷並適時調整。
This study of constructing aims to construct the performance indicators for preschool classroom management, first through literature analysis and structured interview to form the basis for preschool classroom management performance, then through experts review to formulate the questionnaire. This study uses the traditional Delphi method. Relative experts, preschool teachers and educational administrators were invited to professional team. They participated in three round surveys and reached a consensus to establish the performance indicators for preschool classroom management.
The finding of the study is follows:
1. Preschool classroom management includes 3 levels, 8 constructs and 46 performance indicators.
2. Preschool classroom management should balance development on the following 3 levels:classroom activities;classroom environment;parent-teacher interaction.
3. The level of classroom activities consists of four constructs: daily life management, curriculum instruction management, behavioral problem management and classroom administration management.
4. The level of classroom environment consists of two constructs: creating situated learning and meeting diversified learning needs.
5. The level of parent-teacher interaction consists of two constructs: parent-teacher communication and parent-teacher cooperation.
6. There are advantages and limitations in using the traditional Delphi method to construct indicators.
According to the conclusions mentioned above, this research proposed some suggestions:
1. For preschool teacher classroom management:
（1） The preschool classroom management indicator could serve as a audit reference tool for teacher professional development.
（2） These indicators could serve as a basis for preschool assessment.
（3） These indicators could serve as a self-examination tool for preschool teachers.
（4） These indicators could serve as a basis for designing training activities.
2. Follow up research:
（1） To expand the relative research for preschool classroom management indicator.
（2） The preschool classroom management indicators should be adjusted according to social change.
