本文旨在探究國中男學生的男子氣概，聚焦在男學生對男子氣概的想法與表現，研究目的如下：

一、瞭解國中男學生對男子氣概之定義與內涵
二、探討校園內國中男學生展現男子氣概的活動及其意義
三、比較不同階級男學生對男子氣概界定與展現的差異
四、分析班級脈絡與男子氣概的關係

本研究以大臺北地區兩所男女合校的國民中學為研究場域，各選擇一個八年級的班級，進行為期八個月的參與觀察及訪談。觀察的內容以課堂（如國文課、數學課、理化課、體育課）與下課時間男學生的活動情形為主，並根據訪談男學生所得資料，進行分析詮釋與討論。經過以上探討，本研究獲致下述結論：

一、男學生普遍崇尚男子氣概，界定男學生的行動內容
二、中上班級男生追求制度與主導的力量
三、勞工班級男生傾向展現生理力量
四、性別弱勢者處境因班級脈絡有異
五、教師具有引導班級氣氛、調整學生性別觀念的正向力量

最後，根據研究結論，研究者提出有關男子氣概後續研究之可行方向與建議，備供參酌。

This article focuses on how junior high school boys define their masculinities, especially on their activities and experiences on campus. Two co-educational public junior high schools with variant region conditions in Taipei were selected, and one class in each school for 8 months participated. Observation and interview were conducted for data analyzed and discussed. The results discussed here mainly concern boys, from diverse backgrounds and locations in Taipei city, negotiate and perform their masculinities, including activities, peer interaction, emotional expressiveness, and different masculine images with treatment and adjustments. The major findings are as follows.

1.Junior high school boys generally uphold masculinities which conduct their acts.

2.Upper-middle class boys pursue institutional power with noble and graceful mien.

3.Working class boys grasp physiological power with abilities, are usually neglectful of their appearance.

4.As for predicament of masculine disadvantaged boys, working class boys are open to, while upper-middle class boys are much stricter with them.

5.Teachers could lead harmonious atmosphere of classes and regulate students’ gender concepts.

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