班級經營的社會學基礎

The Sociological Basis of Classroom Management

10.6249/SE.2007.58.3.04

高博銓(Po-Chuan Kao)

班級 ； 班級教學 ； 班級經營 ； classroom ； classroom teaching ； classroom management

中等教育

58卷3期（2007 / 06 / 01）

56 - 71

繁體中文

班級經營是學校教育的重要活動，教師班級經營能力的高低直接影響到學生的學習成效。從其內容來看，班級經營的工作涉及了教學、課程、師生關係以及價值目的的抉擇等層面，這些活動的內容和實施或多或少都與社會學有關，左右師生之間的互動品質，不容輕忽。有鑑於此，確實有必要清楚地瞭解班級經營的社會學基礎。是以，本文首先探討社會學與班級經營的關係，指出社會學的研究領域涵蓋了學校的班級經營；其次，分析班級經營所依據的結構功能論、衝突理論、交換理論以及符號互動論等四個主要的社會學理論觀點和主張；再次，列舉當前重要的班級經營理論及其核心概念，同時說明其所依據的社會學取向。此外，就相關理論的主張，指出其在班級經營上的應用；最後，總結相關的討論。

Classroom management is a significant part of school education. It is believed that classroom management directly affects students' learning. Good classroom management requires skills in teaching, wise curriculum planning and an ability to emphasize the proper values, and the maintaining of good teacher-student relations. To some extent, the content and implementation of education is closely related to sociology and influences the interaction between teachers and students. For this reason, we cannot ignore the importance of classroom management. This paper attempts to expand and deepen our understanding of classroom management by exploring its sociological basis. Firstly, the paper shows how classroom management is a sociological issue; secondly, it analyzes the sociological theories of structural-functionalism, conflict, exchange, and symbolic interactionism; thirdly, it lists some important theories and/or strategies of classroom management and shows how their key concepts are based on sociological concepts or schools. In addition, the author discusses the most important applications of classroom management and the importance of understanding its sociological basis.

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