摘 要
本研究旨在探討干擾性學生在教室內之師生互動。主要是由教室中自然觀察的資料，以序列分析法來分析干擾性學生師生互動型態與歷程。研究對象為四名就讀台北市國小三到六年級具有干擾性行為或其他嚴重行為問題的學童。
本研究結果顯示：
一、 教師和學生行為的發生情形
在課堂教學情境中，教師均以中性行為為主，負向行為較少。反觀學生方面，除案例一學生以中性行為最多，其他三組案例學生則均以負向行為佔絕大部分。
二、不同教學情境結構與師生互動
在無結構情境中，就師-生互動序列型態觀之，四組案例均出現最多教師正向激發-學生負向後續反應，而生-師互動序列型態方面，案例一和三均出現最多學生負向激發-教師正向後續反應，案例二和四則以學生負向激發-教師負向後續反應型態最頻繁。
在半結構情境中，就師-生互動型態分布觀之，除案例一以教師正向激發-學生正向後續反應為主，其他三組案例則以教師正向激發-學生負向後續反應最多，而生-師互動序列型態方面，案例一出現最多學生正向激發-教師正向後續反應，案例二則為學生中性激發-教師中性後續反應，案例三為學生負向激發-教師正向後續反應，案例四出現最多學生負向激發-教師負向後續反應。
在結構情境，就師-生互動型態分布觀之，除案例四外，其他三組案例均出現最多教師中性激發-學生中性後續反應，而生-師互動序列型態方面，四組案例則以學生中性激發-教師中性後續反應最為頻繁。
三、師生之互動序列型態
就師-生互動型態觀之，從教師激發後，學生後續反應的方式中歸納出中性、負向影響、遵從正向規範、反抗正向規範、遵從負向規範，和反抗壓制等六種互動型態。
另外，就生-師互動型態觀之，從學生激發後，教師後續反應的方式中歸納出中性、未積極增強、正向互惠、正向規範誘導、負向強制，和負向評價等六種互動型態。
根據上述研究結果，本研究對未來教學實務運用與研究方向提出幾點建議。
關鍵詞：干擾性學生、師生互動、互動分析、序列分析

The Analysis of Teacher-Student Interaction Patterns in Classrooms for Disruptive Students
Ching-Chih Chen
Abstracts
The main purpose of this study was to analyze the teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interaction of four third- to sixth-grade primary school students who exhibited high rates of disruptive behavior and/or other serious behavior problems were observed in natural setting. The teacher-student interaction events and behaviors were analyzed by the sequential analysis to display interaction patterns and processes.
The main findings of this study were stated as the followings:
1. Rates of teacher and student's behavior:
In classrooms, all teachers engaged in more neutral behavior, displayed low rates of negative behavior. All students engaged in high rates of negative behavior except for the case one who engaged in high rates of neutral behavior.
2. Teacher-student interaction within three types of structured activities:
During unstructured activities, in terms of teacher initiation/student response interactions, four cases were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one and case two were mainly student negative initiation/ teacher positive response interactions, and case three and case four were mainly student negative initiation/ teacher negative response interactions.
During semi-structured activities, in terms of teacher initiation/student response interactions, case one was mainly teacher positive initiation/student positive response interactions, and the others were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one was mainly student positive initiation/ teacher positive response interactions, case two was mainly student neutral initiation/ teacher neutral response interactions, case three was mainly student negative initiation/ teacher positive response interactions, and case four was mainly student negative initiation/ teacher negative response interactions.
During structured activities, in terms of teacher initiation/student response interactions, all cases were mainly teacher neutral initiation/student neutral response interactions except for case one. In terms of student initiation/ teacher response interactions, all cases were mainly student neutral initiation/ teacher neutral response interactions.
3.Teacher-student interaction patterns:
In terms of teacher initiation/student response interactions, after teacher initiations, student responses were divided into six types of interaction- to response neutrally, influence negatively, comply positive regulation, react against positive regulation, comply negative regulation, and react against coercion.
In terms of student initiation/ teacher response interactions, after student initiations, teacher responses were divided into six types of interaction-to response neutrally, reinforce without enthusiasm, response reciprocally, induce with positive regulation, coerce, and evaluate negatively.
Implications for practice and further research are recommended on the basis of the findings of this study.
Keywords: disruptive student, teacher-student interaction, interaction analysis, sequential analysis.

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