反省性思考是近幾年來教師專業發展上的重要議題，引起了學術界廣泛的關注。然綜觀國內外有關反省性思考與教師專業發展的相關文獻，幾乎都只將焦點侷限在教學反思的部分。但一位教師，若無法營造良好的班級氣氛，即使擁有再好的教學能力，學生的學習成效亦會大打折扣。 緣此，本研究嘗試將反省性思考之概念運用在教師班級經營上。首先，經歸納分析，教師班級經營反思的類型有二：就層級觀點而言，可分爲技術的、實踐的及批判的班級經營反思。就時間觀點而言，則可分爲班級經營前、中、後的反思。接著，提出幾項教師班級經營反思的內容，這包括對班級經營觀念、措施、過程、行爲、回饋等的反思。最後，本研究指出隨班觀摩、自覺意識、理論學習、組織學習、反思札記、回饋分析等策略，將有助於提升教師的班級經營反思能力。

Reflective thinking, a recent important issue which concerned teacher professional development, has engaged much attention of the academia. Most of the literature regarding to reflective thinking and teacher professional development merely focused on reflective teaching. Nevertheless, teachers with professional competence may be overwhelmed by inappropriate classroom management which would lead to students' learning frustration. Therefore, this research attempted to apply the concept of reflective thinking to classroom management. First of all, the categories of teachers' classroom management are generalized as follows: 1. As for levels, reflection of teachers' classroom management could be categorized into technical, practical, and critical types. 2. As for time, reflection of teachers' classroom management could be categorized into 'for', 'in', and 'on'. Secondly, several contents of teachers’ classroom management reflection were discussed, such as concepts, strategies, processes, behavior, feedback of classroom management. Finally, some strategies were suggested for the purpose of promoting teachers' abilities of classroom management reflection, such as teaching demonstration, self-awareness, theory learning, organizational learning, reflective journal, and feedback analysis.