本研究旨在探討國小班級關係氛圍的類型以及班級人際網絡結構的現況。 研究中抽樣調查了全國54個四到六年級的班級，依據問卷所得資料進行集群分析法(clustering method)，依同儕關係、師生關係兩向度將班級自然分類成三個集群。 研究進行了不同關係氛圍班級之差異分析，研究二檢驗不同類型班級在師生關係變項上的差別；研究三採用社會網絡分析法(social network analysis)描繪班級人際網絡結構的差別。研究四班級內部的結構，進行核心邊陲分析與班級塊模型分析，研究五進行人際互動課程的實驗研究。研究後建構出診斷班級小社會的訊息，未來可提供給實務現場教師採用。 本研究所得之研究結論如下： 一、國小班級內部關係品質，包含了學生之間的同儕關係、學生與教師的師生關係兩向度，共同建構班級關係氛圍，各班級區分類為低、中、高三種關係品質的班級。。 二、相較於低關係班級，高關係氛圍班級在班內師生關係的標準差較小、班級內師生關係的性別差異亦小。此外，高關係班級的學童的社交計量數與自身師生關係呈現顯著相關。 三、高關係與低關係班級，在人際網絡結構上並沒有顯著的差別，包含了網絡密度、EI指數、二方關係、派系數、成分數、孤離者數和比率。顯示無論班級關係品質為何，都會自然形塑而成班級小社會。 四、低關係班級有幾個值得關係的議題，包含核心學生之間的互惠關係、高密度的子群之間的關係，以及核心學生與高密度學生們對於自身班級的同儕關係與師生關係，都是教師在班級經營中須特別關注的。 五、進行班級氛圍的改變效果，短期課程對氛圍與人際網絡結構的改變效果並不明顯，推論需仰賴教師平時之互動與班務上的經營。 / The study was to investigated the primary school’s classes. The purpose is to understand the class climate and social network of the class. The forty-four classes were in the study by random sampling from Taiwan area.Teacher-student relationship and peer relationship are treated the classification variables. The classes were divided into three categories by clustering method. 18 classes were High-quality relationship; 11 calasses were Low-quality relationship. The results are the comparison of two types of class. High-quality relationship classes have some features: Standard deviation is smaller in teacher-student relationship, the same result of differences between boys and girls. The better the relationship between popular students and teacher. Second, the two-type classes were no differences in social network model. High-quality and Low-quality classes both forming a small community in nature. From the analysis of the class entrials, Mutually beneficial relationship and the relationship between small groups were the important issues. A six-week course experimented in a class. Only small impacts on the class climate and social network.