班級經營是課程之本，特別是在幼兒園的班級中兩位教保服務人員及幼兒每日相處至少8小時。本研究旨在探究幼兒園教師在班級中建立與執行對幼兒行為規範之教學信念與教學實踐。探究教師對於活動的安排及如何執行規範，並於此過程中，瞭解教師對於建立班級規範的想法及原因。期望藉由研究的進行使研究者及讀者理解幼教師在班級中對幼兒行為規範之實踐，藉此機會從情境脈絡中梳理教師在實踐時，信念對自身的影響，覺知自己在此歷程中的角色，且從幼兒行為反饋中檢視自身的教學。
透過質性研究，以教師訪談及參與觀察作為資料蒐集的主要方式，輔以多重文件、研究者的札記省思，以歸納法逐步抽絲剝繭，歸結出主要分析概念。所得研究結果如下：
一、幼兒能主動負責、彼此互相幫助、解決問題
教師注重幼兒生活自理能力的養成，能夠覺知自己的需求，並主動提出；尋找除了問大人以外的方法，以解決問題；為了達到「共好」，鼓勵孩子展現利社會行為，發揮自己的特長，力所能及的範圍內，幫助別人。
二、教師針對幼兒社會互動行為之規範
本研究結果發現，教師透過實際的操練中提供幼兒禮貌地表達方式，鼓勵幼兒參與禮貌程序，習得社會互動的行為。團體上課時，教師要求幼兒要有合宜的姿勢其他活動的行為；其他時候，幼兒需要考量自己的行為對他人的影響及感受。
三、教師事先建立執行規範的共識，建立具結構化的作息使幼兒內化
兩位教師對於班級中的規範需要先有一定的共識，在教學時彼此相互尊重，就算有理念不合之處，最終討論出ㄧ致要執行的方案。教師將班級作息結構化，建立使幼兒得以習慣化的流程，培養幼兒生活自理能力，養成幼兒自律的習慣，亦可以縮短例行性活動花費的時間。
四、學習帶班的方式，針對幼兒能力彈性調整
成為一位教師，受到的不僅是家庭還有從小到大的教師價值觀的影響，除此之外，研究參與者皆說到在剛成為教師的時候都是處於比較被動的角色，先觀察或模仿另一位教師的帶班方式，邊看邊學。此外，專業素養來自於實作取向研習，將研習、參訪的學習，應用至班級。依幼兒能力彈性調整不只是在教學的當下，進行實務中的省思，在書寫週誌中，覺知幼兒能力、調整對幼兒學習速率的期待，透過反思、專業對話，產生新的教學策略，重新應用至班級之中。

Classroom management is the cornerstone of the curriculum, especially in kindergarten where two educational and care service providers, along with children, spend a minimum of 8 hours together daily. This research aims to explore kindergarten teachers' instructional beliefs and practices in establishing and enforcing behavioral norms in the classroom. The investigation delves into teachers' approaches to activity planning, norm enforcement, and their thoughts and reasons behind establishing classroom norms. The goal is to enhance the understanding of educators' practical implementation of behavioral norms in the classroom, allowing both researchers and readers to comprehend the impact of beliefs on teachers within the contextual framework. This process involves self-awareness of their roles and an examination of their teaching through feedback on children's behavior.
Utilizing qualitative research methods, teacher interviews and participant observation are the primary means of data collection. Supported by multiple documents and reflective notes, an inductive approach gradually extracts key analytical concepts. The research findings are as follows:

1. Children take initiative and take responsibility, help each other, and solve problems.
Teachers emphasize the development of children's self-care skills, fostering awareness of their needs, encouraging proactive problem-solving, and promoting pro-social behaviors for the common good. Children are encouraged to showcase their strengths and assist others within their capabilities.

2. Teacher norms for children's social interactions.
The study reveals that teachers provide practical exercises for children to express themselves politely, encouraging participation in social interactions. During group activities, teachers expect appropriate postures and behaviors; at other times, children are encouraged to consider the impact of their actions on others.

3. Teachers establish consensus for norm implementation, creating structured routines for internalization.
Both teachers agree on the necessity of consensus in implementing classroom norms, respecting each other's perspectives even in cases of differing ideologies. Structuring the class routine helps children internalize habits, fostering self-discipline and minimizing the time spent on routine activities.

4. Flexible adjustment of teaching methods based on children's capabilities.
Becoming a teacher involves influences not only from family but also from lifelong values. Participants describe initially adopting a passive role, observing and learning from other teachers. Professional competence is gained through practical-oriented training, applying learned concepts to the classroom. Flexible adjustment based on children's abilities is not confined to teaching moments; it involves reflection during practice, awareness of children's capabilities, adjusting expectations for learning pace, generating new teaching strategies through reflection, professional dialogue, and reapplication in the classroom.

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