自從班級教學的型態出現以後，班級各成員在班級中共同蘊育出一些特質，由於班級是一種社會、心理的團體，因此這種共同特質亦具有社會性與心理性。根據霍桑實驗結果得知，團體中成員的行為表現，與其所知覺的「心理氣氛」或「社會氣氛」有關。「班級氣氛」是班級中的社會心理氣氛，藉由班級中各成員的交互作用而產生，形成一種「社會壓力」或「環境壓力」，因而班級氣氛影響到班級中各成員的社會心理狀態，同時也影響到班級教學功能的達成。本研究的主要目的有四：

The purpose of this thesis are to examine whether classroom climate is affected by sex and place factors；then, to investigate the relationship between classroom climate and academic achievements. The sample selected by the method of the Stratified Cluster Random Sampling consists of one thousand four hundred and thirty─five students in twenty─nine third grade classes in high schools. All students were given the Learning Environment Inventory（LEI）, composed by G.J. Anderson, H.J. Walberg, B.J. Fraser in 1982 and translated by Bao─Shan Lin in 1982, to measure classroom climate；furthermore, academic achievements were explored with help of Chinese, English and Mathematics Standardized Academic Achievement Tests edited by the Ministry of Education. In this study, the fifteen criteria of classroom climate in LEI were divided into three pats：human relationship aspect, classroom organization aspect and learning aspect. Human relationship aspect involved two kinds of relationship in school ─ the peer group relationship & the teacher─student relationship. The peer group relationship dealt with cohesiveness, competitiveness, cliqueness and friction. The teacher─student relationship involved favoritism and democracy. Classroom organization aspect included formality, disorganization, goal direction, material environment, satisfaction and apathy. Learning aspect included diversity, difficulty and speed. Mann─Whitney U Test and Product─Moment Correlation were two statistical approaches to analyze the data while the class as a whole was the unit of the analysis；besides, another two statistical approaches ─ two ─ Factors Analysis of Variance and Stepwise Multiple Regression Analysis were employed for further study when the individual student was the unit of the analysis.