班會的實施在學校的民主教育中扮演了重要的角色，學生在班會中所能習得的知能，亦與九年一貫課程的十大基本能力相關連，然而，班會的不受重視及傳統班會在實施上所產生的問題，均使班會的功能大打折扣。本文之目的，就是希望透過「問題探討式」班會模式的建構，據以改善我國傳統班會模式的缺失，並尋求班會在九年一貫課程下的新定位，以重新喚醒國人對班會之關注。 筆者認為，「問題探討式」班會應以學生所關注的問題作為班會議題，且議題需取得多數同學的同意；議題討論的方式可採解決問題教學法及六六討論法；班會座位宜採環狀安排；在班會議程方面宜由主席進行掌控，並提供感謝及鼓勵時間、舊議案的檢討、新議案的討論等。文末提供了四項建議：1.九年一貫課程推行的同時，應重視班會活動的實施；2.班會活動以早期 實施為原則，但以國小高年級以上為宜；3.教師應避免過於權威或放任，應賦予學生直接民主的經驗並共同參與；4.重視同儕互動的重要性、強調團體智慧的發揮。

Class-meeting in Taiwan has not worked very well. We intend to construct a new class meeting model, named "Problem-Inquiring Class-meeting Model", in the hope to improve the functions of traditional class meeting. We propose class-meeting issues should focus on students' concern, and the chosen issues should be agreed by most students. The discussion of class-meeting issues can proceed by "problem-solving teaching approach" and "Phillips 66 approach" and the class can sit on chairs in circles. Furthermore, class-meeting should include Thank-you and Encouragement times, discussions on old agendas and discussion on new agendas and the procession should be held by the chairman. In the end, we provide four recommendations to improve the practice of class-meeting in Taiwan.