本研究主要目的為瞭解國中學生師生衝突化解歷程中的相關要件,及設計師生衝突化解小團體訓練方案,進行實驗研究,用以評估訓練方案對提昇學生師生衝突化解能力的效果.
研究一以質的研究法探討國中學生的師生衝突化解歷程, 研究對象為新竹縣某國中十名男生,本研究是採用訪談研究法分析資料,訪談過程以半結構式問題進行訪問,並以共識分析法進行國中學生師生衝突化解歷程的資料分析.研究結果發現14個典型的領域及33個少見的領域,研究者並針對有助於師生衝突化解的相關技能提出具體建議,供作研究二的參考.
研究二根據上述結果,設計一套國中學生師生衝突化解的小團體訓練方案,並對方案的實施成效進行評估.研究對象為新竹縣某國中曾有師生衝突的二年級男生共39名,隨機分配為實驗組,對照組,控制組,實驗組進行為期七週,共計14小時的師生衝突化解小團體訓練方案,再以未接受訓練的學生作為控制組, 進行組間的比較.評估訓練方案的兩種工具,一是師生衝突化解知能問卷,由學生自評其師生衝突化解知能,在實驗進行前,後一週施測,所得的資料以前測為共變項, 後測為依變項,進行單因子共變數分析,資料分析結果發現實驗組學生的師生衝突化解知能顯著高於對照組和控制組學生,對照組學生在衝突後師生溝通與情緒管理的能力顯著高於控制組學生.另一研究工具是師生互動行為觀察紀錄表,由學生的班級幹部觀察學生在實驗第一週,第八週及第十週中的師生互動行為表現,並以卡方檢定考驗三組學生在(一)師生衝突事件(二)教師當時行為(三)教師事後因應(四)學生當時行為(五)學生事後因應等各項行為齣戲的頻率,班級幹部對學生課堂行為表現的觀察,大致認為實驗組比對照組和控制組學生更有進步,因此師生衝突化解小團體訓練方案的有效姓得到支持.
最後, 並根據研究結果,提出協助國中學生化解師生衝突的具體建議.

This thesis contains two subjects. A qualitative research was designed to serve the subject one to understand the conflict in teacher-students’ relationship and to analyze the smoothing processes. Ten junior high school students in the Hsinchu which have the conflict experience being solved with their teacher volunteered to participate in this study. Interview guide approach was adopted for data collection. The consensus qualitative research (CQR) method was used to realize the smoothing processes of the students’ conflict with teachers. Fourteen typical domain and thirty-three variant domains were founded in this research. In the end of subject one, we also achieved some useful skill to promote good relationship between teacher and student after conflict.
The goal of subject two is based on the subject one to design the student-teacher conflict compromise（solving） project for a small group, and estimate the performance of it. This subject including 39 junior high school boys who had the conflict experience with their teacher. We used random distribution method to separate students into experimented group, referenced group, and controlled group. The experimented group took seven weeks, fourteen hours training for the conflict solving. The referenced group took the same time for the training of self-exploring, while the control group did not take any training. Two instruments were used to measure the effects of different treatments. Teacher-Student Conflict Solving scale was used to measure the effects of different treatments at the first week and the last week of the project. The data was analyzed by one-way ANCOVA. The main findings were as follows:
1.The member of experimented group achieved more improvement in the skill to smooth conflict with their teacher than the referenced group and controlled group.
2.The member of referenced group achieved more improvement in communication with their teachers and emotion management than the controlled group.
We also use the Student-Teacher Relationship Observation records to estimate what’s the difference after training at the 1 week, 8 week and 10 week during the experiment. This Data was analyzed by chi-square test. In conclusion, the students who have taken the conflict solving training make more progress than the other two groups. We also made some advises to students to solve the conflict in the end.

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