课堂管理的研究经历了四大重要变化：一是课堂管理从学校管理中分离出来，成为一个独立的研究领域；二是人们对课堂管理的认识不再局限于简单的纪律管理，而是将课堂管理视为一个多维度的概念；三是人们对课堂管理的态度由以获得顺从、服从为目的的消极控制,转变为以创设有效的教学环境为目的的积极建构；四是“生本课堂管理”逐渐成为研究的焦点。

本文以“人本管理”理论为基础，以个案研究为研究方法，基于具体的课堂情境，探讨“生本课堂管理”的内涵、必要性和构建策略。

本研究在悉尼一所英语强化高中学校展开，研究方法主要为访谈和课堂观察，研究对象为该校三位学科教师（科学、数学、英语）及其学生。数据来源主要涉及学校相关文件、师生访谈音频、课堂观察记录、照片。整个研究历时10周。

研究结果发现：1）“生本课堂管理”是一个多维度的概念、一类“以学生为中心”的视角，一次教师角色的重新定位、一种积极的管理态度；2）“生本课堂管理”实施的必要性体现在，它符合课堂管理改革的趋势、回应了课堂中的多元文化背景、促进了“以学生为中心”的教学的展开；3）“生本课堂管理”的构建通过便利舒适的物理环境、和谐的师生关系和生生关系、积极的课堂行为管理实现。

在本个案研究的基础上，作者将西方国家语言强化学校“生本课堂管理”的内涵、必要性和构建策略进行了分析，以期能为中国学校的“生本课堂管理”实践提供不同的思路。

The research on classroom management has experienced four major changes. Firstly, classroom management has become an independent research field from school management. Secondly, it has been viewed as a multi-facet concept instead of a limited definition of discipline. Thirdly, attitudes toward it have shifted from negative control with a goal of the achievement of compliance and obedience to active construction of environment for effective teaching and learning. Fourthly, student-centered classroom management has emerged as a focus of research.

Based on the theory of Humanistic Management and conducted with the method of case study, this thesis is to explore the connotations, necessities and strategies of student-centered classroom management in a specific setting of classroom.

This study is conducted in an English Intensive High School in Sydney, Australia. Three teachers in Science, Math and English and their students have been observed and interviewed. The data resources involve school documents, interview audiotapes, classroom observations and photos. The whole research lasts for 10 weeks.

Results indicates that: 1) student-centered classroom management is a multi-facet concept, a student-oriented perspective, a repositioning of teacher’s roles and a positive attitude toward management; 2) student-centered classroom management is necessary in that it is consistent with the trend of classroom management reform, responds to a multi-cultural background and facilitates student-centered teaching; 3) student-centered classroom management can be promoted from a comfortable and convenient physical environment, harmonious teacher-student and student-student relationship, and positive behavior management.

   Based on this case study, this thesis analyzes the connotations, necessities and strategies of promoting student-centered classroom management in the Western English Intensive Center, which aims to provide optional insights for student-centered classroom management practice in Chinese schools.