本研究旨在探討如何將老子《道德經》中「無為」之哲學智慧，轉化為當代國中導師在班級經營中的實踐路徑與核心理念。隨著「十二年國民基本教育課程綱要」（108課綱）強調學生「自發、互動、共好」的素養導向，教育核心已逐漸轉向培養學生的主體性與自律精神。然而，在少子化壓力、家長高度期待及追求量化績效的社會文化下，國中導師常被迫採取高度監控與干預的「有為」管理，導致學生自律空間萎縮，教師亦陷入專業耗竭的困境。 為解決上述問題，本研究採文獻分析、哲學詮釋與自我敘說法進行探究。借鑒高達美之視域融合觀點，讓古典文本與現代教育場域展開對話。透過梳理臺灣教育史中日治時期的身體規訓與戒嚴思想監控，剖析導師內心深處殘存的「統治者」原型；並深入探析《道德經》中「無為」的義理，指出「無為」並非消極不作為，而是一種有意識的「不妄為」與「教育留白」。進一步提出教師應透過「日損」功夫削減掌控欲，轉型為信任學生的「遠望者」，進而實現《道德經》與當代班級經營理念的跨時空對話。最後，筆者透過實務反思札記，記錄並分析導師如何在「有為」與「無為」的動態光譜間尋求平衡。 研究發現，「無為」班級經營實為一套動態的管理智慧，其核心在於「不過度干預」與「刻意留白」。透過在班級管理中節制權力欲望，導師能為學生創造出心理上的自發空間，引導其長出內在秩序，進而達成「無為而無不為」的教育效果。這種實踐本質上是一種「勇敢的溫柔」，藉由撤除外在的恐懼與誘惑，為學生騰出內在秩序生成的場域。本研究建構之「無為」實踐架構，旨在協助教師解構「統治者」式焦慮，轉型為信任學生的引導者，並在教育工作中找回內在平靜與專業永續發展之可能。;This study aims to explore how the philosophical wisdom of Wu-Wei (non-interference，無為) in Laozi’s Dao Te Ching (《道德經》)can be transformed into practical pathways and core philosophical orientations for contemporary junior high school homeroom teachers in classroom management. Under the competency-oriented framework of the 12-Year Basic Education Curriculum Guidelines in Taiwan， which emphasizes the core competencies of "Spontaneity，" "Interactivity，" and "Common Good，" the focus of education has gradually shifted toward fostering students’ subjectivity and self-discipline. However， amid the pressures of declining birthrates， heightened parental expectations， and a sociocultural climate driven by quantitative performance indicators， homeroom teachers are often compelled to adopt highly interventionist forms of management characterized by intensive monitoring and control. Such practices not only constrain students’ space for developing self-regulation but also contribute to increasing levels of professional burnout among teachers. To address these challenges， this research adopts literature analysis， philosophical hermeneutics， and Self-narrative as its primary methodological approaches. Drawing upon Hans-Georg Gadamer’s concept of the "fusion of horizons，" this research facilitates a profound dialogue between classical texts and contemporary educational settings. By tracing the historical trajectory of disciplinary power in Taiwan’s educational context， from bodily discipline during the Japanese colonial period to ideological surveillance under Martial Law， this study deconstructs the enduring “Ruler” archetype embedded in teachers’ professional consciousness. Through a systematic reinterpretation of Wu-Wei(non-interference，無為)， the study argues that it should not be understood as passive inaction， but rather as a conscious practice of refraining from excessive intervention and cultivating “intentional educational whitespace.” It further proposes that teachers may engage in the practice of Ri-sun (daily diminution，日損) to gradually reduce their desire for control， thereby transforming from authoritative “Rulers” into far-sighted observers who place trust in students’ capacity for self-ordering. The findings suggest that Wu-Wei (non-interference，無為)informed classroom management constitutes a dynamic form of pedagogical wisdom grounded in the principles of non-excessive intervention and intentional openness. By moderating the exercise of managerial power， teachers are able to create psychological spaces that enable students’ spontaneous growth and the emergence of inner order， ultimately realizing the educational ideal of “non-action， yet nothing remains undone.” Such practice may be understood as a form of “courageous tenderness，” in which the withdrawal of external pressures makes possible the formation of students’ internal moral and behavioral coherence. The practical framework of Wu-Wei (non-action，無為) developed in this study seeks to assist teachers in deconstructing ruler-oriented anxieties， facilitating their transformation into trust-based guides， and rediscovering inner equilibrium as well as the potential for sustainable professional development in educational practice.
