本研究旨在描述教師在不同類型班級進行教學實踐的事實，並深究其觀念與行動在學校情境中的意義。主要研究目的有四：（一）瞭解國民中學美術班與普通班的背景脈絡及其差異；（二）比較教師對於美術班與普通班的情境定義及其相應教學作為；（三）分析美術班與普通班學生的相關反應；（四）討論藝能編班方式所隱含的教育機會與社會階級意義。為達成上述目的，本研究採取觀察與訪談的質性研究策略，擇定臺灣北部一所國民中學的美術班與普通班，進行資料的蒐集與分析。

本研究的重要結論如下：

一、美術班主要以升學為導向
不論從資源分配、知識傳遞、行為管理、潛在課程等方面來看，學校行政人員與任課教師對於美術班的學生，都傾向以提昇學業成就為優先考量。美術班學生在整體環境與學校教師的形塑下，已將「升學優先」的價值觀予以內化，不但重視學業成就的表現，多數學生也認定自己班級為另一種形式的「資優班」，一切皆以升學為主要考量，這種情況實與過去能力分班的「前段班」毫無兩樣。

二、不同類型班級學生受教機會不均等
就資源分配來說，美術班學生享有豐厚資源與特殊照顧，最終目的是希望能夠提昇學業成就的表現。在知識傳遞方面，任課教師會調整知識的深度與廣度，運用完全不同的教學策略。同時，任課教師對於美術班的成績要求標準相對較高，美術班學生亦明顯感受到任課教師會因為學業成績的優劣而有不同的對待方式。總之，學校提供美術班與普通班學生不同的教學資源，傳遞不同類型的知識，給予不同的行為管理，兩班學生的受教機會因此有明顯的差異。

三、教師的能力觀影響學生的身分認同
美術班與普通班學生在實際能力表現上出現明顯的落差，這與任課教師對於兩班學生的期許與要求有所關聯。整體來看，任課教師與學生的互動關係，受到成績表現優劣的影響，成績儼然成為代表一切學習成效的指標，同時也意味著未來發展方向的區隔。美術班學生被認為有能力精通學科知識，適合朝向升學研究的方向發展。相反地，普通班學生則被認定應該積極培養生活與就業的相關能力。這種對於學生未來身分的分類與階層化，關鍵就在教師對於學業能力高低的認知與判斷。

四、中上階級透過學校場域進行再製
美術班學生不僅家庭社經背景高於普通班，擁有較為豐厚的經濟資本，同時在各項文化資本的累積與傳遞上，也明顯優於普通班學生。學校教師受到本身階級所具有的習性，以及學生所展現之文化資本與象徵資本的影響，透過知識傳遞、行為管理、潛在課程、課外活動等各種方式，不斷肯定美術班的特質與表現，給予較高的期望與評價，進而影響學生的未來發展與身分認同，無形中會強化社會階級的再製。

The study is undertaken to make thick description of teachers’ pedagogical practices in relation to ability grouping by art in junior high schools. Specifically, the study aims at (1) understanding the social contexts of a junior high art class and its regular counterparts; (2) comparing teachers’ definitions of situations regarding art class and regular class as well as their corresponding pedagogical practices; (3) analyzing students’ responses in art class and regular class respectively; and (4) discussing the implications of ability grouping by art in terms of social class inequality. To fulfill the above-mentioned purposes, classroom observation and semi-structured interview techniques are employed to collect empirical data from a junior high school in north Taiwan.

The major findings are as follows:

1. The art class is oriented to preparing college-bound students.

2. Teachers who teach both classes adopt different strategies of knowledge transmission, classroom management, and student evaluation, which are thoroughly in favor of the art class.

3. Students in art class are viewed by teachers as more talented than those enrolled in a regular class.

4. Ability grouping by art seems to be a device that a class-devided society creates to reproduce the status quo.

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