本文從符號互動之觀點，探究學校組織文化中，各種人、事、物與整個大環境互 動之情形。主要內容包括：符號互動論的緣起、與符號互動論有密切關連之理論、從符號互 動論觀點探討學校組織文化所關心之層面、以一個學校及一個班級為分析實例。 　　綜合符號互動論概念與學校組織文化之探索，作者提出下列建議。 （一）對教育行政相關單位的水議：第一、提昇教師專業與社會地位；第二、了解學校與班 級中的主體，為成員服務而非威權強迫；第三、創造學校願景與班級特色。 （二）對教師的建議：第一、察覺自已在學校與班級的互動，並提昇身為教師之能力；第 二、加強與行政人、家長、社區人士的溝通。 （三）對進一步研究的建議：擴大研究樣本，並以量化研究加以輔助，探究一般小學中具有 代表性意義之象徵符號。 　　在學校組織文化中，常常存在隱而未察的人、事、物間的互動。透過符號互動論的觀 點，提供組織中的成員，察覺其間微妙的互動。組織中所隱含的「正向」符號值得珍視，但 是覺察到的「負面」符號則有必要思索改進之道。

　　　　　From the perspective of symbolic interactionism, the author addresses the the interaction phenomenon of the people, things, matters, and the whole environment in this paper. The main discussions include the raise the research interesting of symbolic interactionism, the related theories to symbolic interactionism, discussing the school organizational culture example of a school and a classroom. Synthesuzing the concepts of symbolic interactionism and school organizational culture addressing, the author lists the followinf suggestions: 1.To relatrf administration institutions: first, promote teacher profession and social status; secondly, understand the subjects in the school and classes; thirdly, create visions in the school and feature in the class. 2.To teachers: first, perceive the interaction in the school and classes; secondly, increase the communication between administrator and parents. 3.To advanced research: enrich examples to inquire the school culture. In school organizational culture, we should value the tactic positive symbolic. However, when we perceive the negative symbolic staffs it needs to think of the strategy to solution.