在推行素质教育与课程改革制度的宏大叙事中，微观的课堂纪律问题往往被忽视与遮蔽。然而对于东街中学这样一所宣称“未来学校”、勉力改革的公办中学而言，课堂纪律问题却成为管理者、教师的重大困扰和改革制度落地的巨大阻碍。过往对于课堂纪律的研究关注微观权力和再生产机制，忽略了中观的学校组织制度以及微观师生意义建构的过程。本文基于“栖居制度主义”理论视角，认为课堂纪律是嵌于多重制度环境和制度逻辑的系统性协商过程，从而聚焦于师生课堂纪律协商中的意义建构问题及组织纪律制度的影响。采用个案研究方式对B市东街中学进行九个月的田野调查，以观察法、访谈法和实物收集法进行资料收集，围绕学校纪律制度，师生课堂纪律协商的情境结构、习性差异和关系因素建立分析框架，从微观层面和组织层面展开东街中学课堂纪律协商叙事，以探究中学围绕课堂纪律制定了何种制度，中学师生进行了何种课堂纪律协商以及学校制度与师生纪律协商之间的影响机制。

研究结果表明：（1）东街中学的纪律制度变迁以主管领导变化为线索，包括“纪律乌托邦”、“规章基建”和“重点突破”三个时期，完成了从“教纪律”到“管纪律”的主导制度逻辑的转变，来自组织内外部的合法性压力是学校制度变迁的主要推手，文化-认知层面的意义重构是制度变迁的主要影响。（2）在微观层面，东街中学的师生围绕课堂纪律主要进行了“指令-妥协”式、“道理-妥协”式和“关系-妥协”式三种协商，表现为短期的“压服”、中期的“说服”和长期的“信服”，分别由“冲突性情境”、“先在性习性”和“补偿性关系”所主导，三种类型的协商秩序相互影响，且教师在课堂纪律协商中综合、系统地实践三种协商方式。（3）从微观课堂纪律协商与学校纪律制度的关系来看，制度的“不对称性”特征，以及师生通过基于情境结构的“制度参照”、基于习性差异的“制度翻译”以及基于关系神话的“制度偷换”在微观层面对意义的调和与重构，使得微观纪律协商与组织层面的纪律制度产生了“结构性脱耦”，该“结构性”蕴于本土文化背景、师生日常互动模式、师生独特习性以及师生的特定关系中。

无论学校、教师还是学生，在课堂纪律协商中都面临着根植多重制度逻辑的矛盾而丰富的利益诉求，外部的和历时的结构在课堂交织，而交换、权衡与妥协贯穿始终。有鉴于此，建议学校管理者考虑组织纪律制度对于课堂管理的“弱约束性”，在制定和执行学校纪律制度的过程中更多地考虑“人”的因素，从协商的视角重构课堂管理观。慎待课程改革过程中来自西方的“制度神话”，特别是制度中“自由”和“契约”的理念对于本土课堂纪律实践的冲击，谨慎地考虑其在制度价值序列中的位置。建议教师转变“一刀切”的课堂管理思路，深刻认识到课堂纪律协商的复杂性；根据课堂具体情况综合运用三种课堂纪律协商路径；处理好课堂管理者和教育者两种角色的冲突和平衡。

In the course of the Grand Narrative for implementing the quality education and curriculum reform system, the issue concerning the micro-level classroom discipline is often ignored and obscured. However, for a publicly-managed middle school like Dongjie Middle School, which claims to become a "Future School" and struggles to conduct the reform, the issue concerning classroom discipline has become a major problem faced by the administrators and teachers and has formed a huge obstacle during the implementation of the reform system. Previous researches related to the classroom discipline have always focused on the micro-power and reproduction mechanism, ignoring the meso-level school organization system and the process of micro-level meaning construction between teachers and students. Based on the theoretical perspective of "Inhabited Institutionalism," this Paper believes that classroom discipline is a systematic negotiation process embedded in the multiple institutional environment and institutional logic, thus focusing on the issue of meaning construction in the classroom discipline negotiation between teachers and students as well as the impact of the organizational discipline system. The Study adopts the case study method to carry out the nine-month field investigation towards Dongjie Middle School in B City, and performs the data collection through the observation method, interview method, and material object collection method, establishes the analytical framework through centering on the school discipline system, situational structure of classroom discipline negotiation between teachers and students, differences in learning and habits and relationship factors, conducts the narrative of classroom discipline negotiation in Dongjie Middle School from the micro and organizational levels to explore what kind of system the middle school has formulated towards the classroom discipline, what kind of classroom discipline negotiation has been implemented by the middle school teachers and students, as well as the mechanism of influence on school system and teacher-student discipline negotiation.

It is found that the disciplinary system of Dongjie Secondary School undergoes a transition, in accordance with the changes of school executives, in three phases from "Discipline Utopia" to "Regulatory Infrastructure" and to "Key Breakthroughs." The school completes the change of leading institutional logic from "teaching discipline" to "managing discipline." Both internal and external legitimate pressure is seen as the major driver for school institutional reform, with the significance reconstruction at cultural-cognitive level serving as a primary influencer. At the micro level, teachers and students in Dongjie Secondary School experience three types of negotiations regarding classroom discipline, namely "instruction-submission" model, "reasoning-submission" model and "connection-submission" model, characterized by short-term "forced submission," medium-term "persuaded submission" and long-term "convinced submission." The three types of negotiations are respectively dominated by "conflict situation," "preexisting behavior" and "compensatory relation" in an interactive influencing pattern and adopted by teachers in comprehensive, systematic classroom discipline negotiation practices. Considering the relationship between the micro class discipline negotiation and school institutional system, the "asymmetry" of systems, "system reference" among teachers and students built on contextual structure, "system translation" due to behavior differences, and "system switch" based on relation myth bearing complicated significance on micro level bring about the "structural decoupling" between micro discipline negotiation and institutional discipline system. The "structure" lies in the local cultural background, the daily interaction mode between teachers and students, the unique habits of teachers and students and the specific relationship between teachers and students.

Both teachers and students face the contradictory and abundant interest demands rooted in multiple institutional logics in the classroom discipline negotiation. The external and diachronic structures are intertwined in the classroom. And exchanges, trade-offs, and compromises run throughout the process. In view of this, it is suggested that the school administrators should consider the "weak constraint" of the organizational discipline system towards the classroom management, and should consider more factors on "human" in the course of formulating and implementing the school discipline system, and reconstruct the concept of classroom management from the perspective of negotiation. Cautiously treat the "institutional myth" from the West in the course of the curriculum reform, especially the impact of the idea of "freedom" and "contract" in the system on the practice of local classroom discipline, and prudently consider its position in the sequence of institutional value. It is suggested that teachers should change the classroom management idea of "one-size-fits-all," deeply understand the complexity of classroom discipline negotiation, comprehensively take advantage of three paths for classroom discipline negotiation in accordance with the specific situation of the classroom, and properly deal with the conflict and balance between the roles of classroom managers and educators.