本文以法國思想家 Michel Foucault 所提出的規訓 (Discipline) 概念為主，對比學校與 監獄，闡釋 Foucault 規訓概念及其重要性，並進一步分析學校內的規訓實務，以師生角色定位做結論。 由學校建築、學校儀式與榮典、學校時間表與鐘聲、教師班級經營叫方面來分析校內規訓實務可綜合出四點特質：一、在國民義務教育階段過多的規訓將造成僵化的教行；二、各種校園規訓賞務隨著學級的增加、學生年齡的加大而式微；三、近期的教育革新顯然有逐漸釋放規訓權力的趨勢；四、校園內的規訓實務成為一種隱藏的權力，破例行化、合理化。此外，「考試在規訓概念巾扮演重要角色。結語雖然朝向教師規訓角色的消退，但是學生被期望「自我規訓」卻是規訓力量極大化的目標。

　　　　　This paper, by means of the contrast between the school and the prison, focuses on tile concept of' discipline' employed by Michel Foucault. This article analyses the operation of discipline in schooling practice and draws out its implications for a new role of teachers and students. The analysis of discipline practice in this paper is divided into four dimensions: that is, buildings, rituals and glorious ceremonies, timetables and bells, and class management in schools. The results could be concluded as four characters: 1. In compulsory education stage, numerous disciplines make schooling become rigid. 2.As students' grade and age grows up, discipline in schooling decreases gradually. 3.Recent trends ill education reform have released the discipline power in schooling. 4.The discipline in schooling has become a hidden power, being routinised and rationalized. Besides, the 'examination' also plays an important role in discipline. Finally, this paper suggests that although all teachers should play a less disciplinary role in schooling practice, except students to be 'self discipline' is the goal of maximal disciplinary power.