本研究旨在建構臺北市國民小學混成學習指標與權重體系。首先進行文獻探討，分析與歸納出臺北市國民小學混成學習之初擬指標；其次，再以專家審題問卷、模糊德懷術問卷以及層級分析相對權重進行調查。本研究邀請13位具有混成學習教學理念或具有數位學習實務工作經驗之學者、專家為對象，透過專家意見修正指標，再以模糊德懷術建立三角模糊術與解模糊化之方法，彙整專家小組成員對指標重要性之見解並依此篩選指標；最後以層級分析法求得各層面及其指標之相對權重，完成臺北市國民小學混成學習指標與權重體系之建構。
根據研究之結果與分析，本研究歸納主要結論如下：
一、本研究建構之臺北市國民小學混成學習指標，包含五個層面與37項指標。
二、本研究建構之臺北市國民小學混成學習指標之五個層面，依其權重排序分別為「面對面教學」（31%）、「教學方法和評量」（24.1%）、「同步非同步教學」及「互動性科技」（17.2%）、「線上學習」（10.3%）。
三、本研究建構之臺北市國民小學混成學習指標計37項，在「面對面教學」層面首重「教師即時掌握學生的學習成效並調整教學方法及內容」：在「教學方法和評量」層面以「教師善用適合的教學學習平台」最為重要；在「同步非同步教學」層面以「教師針對線上課程，掌握互動性的教學方法」最為重要；在「互動性科技」層面以「教師提供易於使用的數位教學軟體（工具）」；在「線上學習」層面最須重視「教師設計適合線上課堂的教學活動」。
最後，依據研究結果提出具體建議，以做為國民小學教育機構、國民小學教師以及後續研究者之參考。

This study aims to construct the blended learning indicators and weight system for elementary schools in Taipei City. Firstly, a literature review is conducted to analyze and summarize the initial proposed indicators for blended learning in Taipei City's elementary schools. Secondly, investigations are carried out using expert review questionnaires, fuzzy Delphi questionnaires, and analytic hierarchy process for relative weights. Thirteen scholars and experts with ideas on blended learning teaching or practical experience in digital learning are invited to participate in this study. The indicators are refined based on expert opinions, and the fuzzy Delphi method is employed to establish the triangular fuzzy technique and defuzzification method. The views of the expert group members on the importance of indicators are collected, and the indicators are screened accordingly. Finally, the relative weights of each level and their indicators are determined using the analytic hierarchy process, completing the construction of the blended learning indicators and weight system for elementary schools in Taipei City.
According to the results and analysis of the study, the main conclusions are as follows:
1. The blended learning indicators for elementary schools in Taipei City constructed in this study consist of five levels and 37 indicators.
2. The five levels of blended learning indicators in Taipei's elementary schools, ranked according to their weights, are as follows:"Face-to-face teaching" (31%),"Teaching methods and assessment" (24.1%),"Synchronous and asynchronous teaching" and "Interactive Technology" (17.2%),"Online Learning" (10.3%).
3. Among the 37 blended learning indicators in Taipei's elementary schools, the following key points are highlighted at each level:"Face-to-face teaching": Emphasis on teachers grasping students' learning effects in real time and adjusting teaching methods and
content,"Teaching methods and evaluation": Emphasis on teachers making good use of suitable teaching and learning platforms,"Synchronous and asynchronous teaching": Emphasis on teachers mastering interactive teaching methods for online courses,"Interactive technology": Emphasis on teachers providing easy-to-use digital teaching software (tools),"Online learning": Emphasis on teachers designing teaching activities suitable for online classrooms.
Finally, based on the research findings, specific suggestions are provided as a reference for national primary education institutions, primary school teachers, and future researchers.

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