本研究的主要目的是（一）探討國小各年級最常見的班級問題事件；（二）探討 和比較國小成功、不成功經驗教師與初任教師的班級管理認知；及（三）探討和比較國小成 功、不成功經驗教師與初任教師對班級管理的內隱信念。先以問卷調查國小最常見的班級問 題事件之後，根據調查所得之資料，編劇、排濱和錄製班級問題情境，讓三十位分屬成功、 不成功經驗教師與初任教師的受試者觀看，然後實施面談，收集有關其班級管理認知與內隱 信念兩方面的資料。由資料分析得知，我國國小一到五年級最常見的班級問題為「上課不專 心」與「上課愛說話」；小學六年級則為「反抗心強」與「不寫作業」。對二十九（原本三 十）位受試者面談所得之資料進行量與質的分析，結果發現，成功、不成功經驗教師與初任 教師三組受試者在回憶班級事件與班級管理 Level 1 問題知識方面沒有顯著差異。 在班級 管理 Level 2 問題知識方面， 則是初任教師與不成功經驗教師之間沒有顯著差異，但兩組 分別與成功經驗教師有顯著差異 (p<.01)。三組受試者在班級管理內隱信念方面有質上的差 異。

　　　　　The major purposes of this study were (1) to identify the most often seen elementary classroom problems, (2) to explore and compare elementary successful, unsuccessful experienced teachers and beginning teachers' knowledge of classroom management, and (3) to explore and compare elementary successful, unsuccessful experienced teachers and beginning teachers' implicit beliefs about their practices in classroom management. A questionnaire was administered to collect the data of the most often seen classroom problems. Several scenes based on the information about the most often seen classroom problems were videotaped. The 30 subjects (10 for each of the successful, unsuccessful experienced and beginning teacher groups) were shown the videotapes and then interviewed by the researcher to collect the data of their knowledge and implicit beliefs about classroom management practices. Data analysis showed that there was no significant fifference among three groups in their recalling classroom events. Neither was any significant difference shown among three groups in their Level 1 knowledge of classroom management problem. Nevertheless, both groups of unsuccessful experienced and beginning teachers were respectively significantly different (p<0.1) from successful experienced teachers in their Level 2 knowledge of classroom management problem. However, theis two groups were not significantly different from each other in this level. Three groups differed qualitatively in their implicit beliefs of classroom management.