透過質性研究，本研究歸納認為孩童的未來觀可以從小扎根，以培養其未來意識。而孩童對於未來學校想像和勾勒的藍圖，說明了孩童認為的未來學校科技仍為主流，未來學校將不受於時間、空間的影響，可以即時的交流，但相對於在人際互動方面卻顯得貧乏了。在本研究中孩童的未來想像裡，未來學校不再是傳統的教學，不是一個固定的模式，激發創意的思維下，孩童詮釋了他們心中的未來學校。 The education ideas and teaching modes change in correspondence with time background and rapid development of technology. All countries face up to the theme of future school therefore. The futurists would like to foster students’ thoughts of “future consciousness.” One of the aims is to assist students whom are under the rapid-changed environment, in developing and clarifying their values. Moreover, in cultivating their future views in order to face their futures adequately and manage individual and societal changes effectively. The author would like to achieve the below goals through the action research. First, build students’ initial future views and construct the images of future school. Secondly, break the existing frames and barriers of learning or traditional schools and explore how technology and interpersonal interaction work in the imaginary future school. Thirdly, design classes to arouse future views and future consciousness in order to understand students’ future images of future school. Through qualitative research, the paper concludes that students’ future views could be rooted since they are children to develop their future consciousness. Students’ imaginary views and outlined blueprint of future school illustrate that students think the technology is still the mainstream. Future school won’t be limited to time and space, and people can communicate immediately. However, the interpersonal interaction is poor relatively. In conclusion, students’ imaginary views show that there is no more traditional teaching in future school. The teaching mode is flexible. Students interpret their imaginary future school with the creation stimulated.