| Summary: | 碩士 === 國立臺灣師範大學 === 化學系 === 98 === Due to the rapid change in the society, the social environment has become diversified. Besides, in the field of science education, the cultivation which aims for training scientists extended its direction to the growth of capacity in science. Now we put emphasis on the practicability-oriented ability that learners can acquire and choose multiple scientific knowledge in proper context. It is a quite great challenge for scientific teachers who are facing such dynamic condition as how to manage and adjust themselves.
This research explores the junior high school teachers of their professional development in different classroom types(variation type and usual & Variation type). In order to analyze how teachers develop professionally, this research includes the views of Tjosvold（1997）and Deutsch（1973）’s conflict management that divided into four analytic dimensions：teaching character, interpersonal relationship, school culture, and conflict management. Through theoretical framework, we get conclusions below：
1. The teacher’ view themselves of the teacher’ role, the professional literacy, values and beliefs will influence about teaching and learning.
2. Classroom type create many kinds of group cultures and superiorities. In different group culture, teachers should select and cooperate in their own ideals
3. When teachers are in harmony with environment, interns will get better professional growth.
4. Science teachers’ conflict management strategies will help hem develop well in group’s interaction.
5. Teaching directed by student interests will broaden the range of teaching activities.
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