| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 93 === The classroom culture is the living style of teachers and students in a class, including the value, regulations, climate and the acting way of teacher-student interaction. ``Democracy and authority`` is represented the preference of a teacher’s leading policies. This study was adopted in narrative inquiry, exploring the difficulties and dealing ways during the two-year-long process I shaped the classroom culture, and showing how I formed the dialect between the relationship of democracy and authority.
I divided these stories of shaping the classroom culture into ``make use of the teacher’s authority``, ``the development and change of the relationship between teachers and students``, and ``the classroom life and gender education``, such three topics to write and explore. When the real situation was interlaced with my past life stories, I saw the difficulties I shaped the classroom culture, which are: (1) At the primary stage of teacher-student interaction, the students would sound the limit of teacher's endurance by doing various violated acts against the regulations; (2) The cultural backgrounds of teacher and students differ by a wide margin, which aggravate the teacher-student conflict; (3) Even the teacher-student relationship is good, the 5th and 6th graders still wouldn’t depart from their peer group; (4) The playing characteristic of the student subculture exists all the time; (5) Not be certain knowing how to deal with the students’ love problems.
Furthermore, on the dialectic relationship between democracy and authority, I think: (1) The teacher has the necessary to force the students; (2) Regulations and leadership shouldn’t be attained only depend on coercive power; (3) The teacher’s authority should get the students’ acceptance and sympathetic response; (4) While referring to the old experiences, it’s necessary to modify and correct according to the real situation; (5) Making good use of the playing characteristic of the student subculture could produce excellent educational effect; (6) Good teacher-student relationship helps the most beneficial teacher-student interaction; (7)Treating the interaction of male and female students with strange sight will result in the phenomena of gender separation; (8) In class, the teacher shouldn't avoid to talk about love; (9) Teacher-student interaction hides the operation of gender role reproduction, and might also produce the gender discrimination that female authority oppress males.
Finally, based on the findings and the results of this inquiry, I put forward suggestions to teachers, schools, teacher preparation programs, and the future researchers.
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