Luhmann視角下整合學校系統與環境發展班級經營的社會學取向個案研究

A Sociological Case Study on Developing Classroom Management Through the Integration of School Systems and the Environment From Luhmann’s Perspective

本研究旨在應用德國社會學者Luhmann所提出的社會系統理論，依循質性研究的詮釋典範，為一所公立國民中學實施個案研究，分析其班級經營的實踐過程，透過訪談法為27位教育人員、13位學生與14位家長進行資料蒐集，以回應「導師系統的班級經營關係銜接如何可能？」、「行政系統的班級經營關係銜接如何可能？」、「家長系統的班級經營關係銜接如何可能？」及「導師與學生系統銜接班級經營關係如何可能？」等研究問題。研究發現：「學校導師各項班級經營專業互動能自我生成交流與合作啟發與環境的溝通」、「導師與行政系統透過溝通自我生成多元班級經營實踐並與環境關係銜接」、「整合親師溝通能自我生成家長多元化參與班級經營並與環境關係銜接」，以及「導師、學生系統與環境關係銜接能自我生成班級經營專業發展與學習經驗」，並據以提出具體建議。

This study applied German sociologist Luhmann’s social systems theory, and followed the interpretative paradigm of qualitative research, to conduct a case study of a public junior high school in Taiwan. This study analyzed the practical processes of classroom management and used interviews to collect data from 27 educational professionals, 13 students and 14 parents to address how classroom management relationships function across: the homeroom teacher system, the administrative system, the parent system, and the student system. The findings indicate that: homeroom teachers’ professional interactions in classroom management can self generate mutual communication and collaboration, which further fosters communication with the environment; through communication, the homeroom teacher and the administrative system can self-generate diverse practices of classroom management, with these practices extending and connecting to the environment; integrating parent-teacher communication can self-generate diversified parental involvement in classroom management and strengthen connections with the environment; and the connection among homeroom teachers, students, and the environment can self-generate professional development in classroom management and enhance learning experiences. Based on these findings, specific recommendations were proposed.