班級經營的概念自1970年代以來，在西方逐漸受到重視，一方面由於開放教育的影響，另一方面則由於許多針對教師所做的調查研究，都指出學生的侵略性行為及違反常規的干擾事件是影響教學的主要原因。在國內類似的研究及實習教師實際的反應都指出學生的問題行為最令教師頭痛與憂心。終生教育的觀念自1960年代由於聯合國教育科學文化組織的研究與提倡，歷經三十多年的發展，已被視為未來教育改革的主要方向，基於終生學習是未來學習新方向，如果從終生學習的觀點檢視班級經營的理念與策略，是否會有不同的啟發呢？此乃本文撰寫的動機。本文首先論述終生學習的趨勢及其對於教育方向的影響及學習觀點的衝擊，接著從終生學習的觀點來檢視班級經營的概念與重點，最後分析終生學習觀點對於未來班級經營的啟示。

Schools today are radically different than the schools of ten or fifteen years ago. Incidences of youth suicide, violence and abuse have become common topics in the media and professional journal. The concept and theory of classroom management has been important. The idea of life-span learning has often been suggested in the past. The term continuing education came into widespread use in the 1950s and 1960s. The UNESCO concept of lifelong education requires not only the growth of provisions for adult education, but also the rethinking of schooling for children. Lifelong education has been the new perspective of learning and teaching. The purpose of this article is to reflect the concept and focus of classroom management in the new century of lifelong learning. The author first expresses the lifelong education trends and issues and its influence to the leaning concept. Some new thought of classroom management is then discussed.