[[alternative]]The Dialectics of Symbolic Interaction and Norm Bordering: An Investigation of Classroom Order Construction in the Light of Traditional Chinese Perspective

[[abstract]] 本研究旨在對華人人際互動的特殊性進行研究，了解華人師生的人際互動操作原則，並了解背後所象徵的文化結構與意義。根據學者Abbott和黃光國指出，強調社會和諧性及社會人際關係的合理安排一直被認為是中國文化最顯著的特性之一（黃光國，1988）。華人社會秩序與西方社會秩序最大的不同在於華人社會注重和樂的景象，講求的社會秩序重心在於「和諧」（harmony），而不在「整合」（integration）（鄒川雄，1998），華人每一項個人行動中必定有公開的訴求與私下的行動。通過這種視野，我們想透過華人文化的觀點了解華人師生互動的特殊性與原則。在班級經營時，是不是只要符合「和諧」就是合於理法?校規、班規所象徵的意義可能僅是一種形式上的規定；更或許，真正的「標準」在於師生間彼此心照不宣的特殊法則。 在本研究中，研究者提出「規範界限」這一概念，並將師生間的行動與班級經營之間的關係進行「行為上」、「空間上」、「時間上」、「破壞性實驗」的研究與分析。本研究以南部某科技大學進修部的某班作為主要的研究個案，研究區分為二階段。第一階段為民國 95年9月到96年2月，進行參與觀察、訪談；第二階段為民國96年2月到12月，進行深度訪談、焦點團體訪談、俗民方法論之破壞性實驗，以及半結構問卷，發現華人每種行動的背後均有其象徵性意義。本研究貢獻如下： 一、證明運用俗民方法學與符號互動論觀點來研究本土社會的契合性、證實「陽陰二重性」的華人文化模型、「和而不同」的社會秩序的建構與想像，以及找出對社會理論具有普遍意涵的意義。 二、本研究是台灣、大陸地區首先以俗民方法論（Ethnomethodology）作為教育相關領域之學術研究。 三、本研究是台灣、大陸地區首先以學者葛芬柯（Harold Garfinkel）之破壞性實驗（Breaching experiment）作為主要研究方法之學術研究。[[abstract]] In this study, we are going to work on the characteristics of social interactions among Chinese. We try to understand the principles of social interactions between Chinese teachers and students, as well as the indicated background cultural structures and meanings. According to Abbott and Kuang-kuo Wong, a harmonious society and reasonable arrangement of social relations are accepted as the most significant character of Chinese culture at all times. (Kuang-kuo Wong, 1988) The most remarkable difference of social order between Chinese and Western countries is that Chinese thinks much of peace and happiness. The key of Chinese social order is not integration but harmony. (Chuan-shyong Tsou, 1998) In every personal action by Chinese, there must be public appeals and private activities. From this point of view, we try to understand the particularity and principles of interactions between Chinese teachers and students through a cultural angle. In the daily running of a class, does everything which is harmonious become legal? School and class rules may be just some formalized prescripts. Probably, the tacit principles between the teachers and the students are real standards. Here, the concept of norm bordering is proposed. Then, we also try to study and analyze the relationship between teachers/students＇ activities and class management based on behavior, space, time, and breaching experiment. Some class of Extension Division in a science and technology university in southern Taiwan is selected in the study. The study consists of two phases. The 1st phase is between September 2006 and February 2007. During this phase, we work on observation and interviews. The 2nd phase is from February 2007 to December 2007. During this phase, we work on in-depth interviews, focus group interviews, breaching experiments required by ethnomethodology, and semi-structural questionnaire. We find that every action by Chinese has its symbolic meaning.This study has the following contributions: 1.This study proves the validity of ethnomethodology and symbol interactionism in local social studies. It also confirms the double sides of Chinese culture model, and construction and imagination of a harmonious but different social order. Besides, we also find the common meanings for social theories. 2.This is the 1st ever academic study in education related domain based on ethnomethodology in both Taiwan and Mainland China. 3.This is the 1st ever academic study in education related domain based on breaching experiment in both Taiwan and Mainland China