教學目標的達成、課堂教學的師生互動關係，常是關鍵。教師的教學風格及其所 形塑的斑級情境，深深影響師生互動及學生參與行為（包含學生學習;國小低年級 學生，更為明顯）。本研究除探討教師教學風格、班級情境與學生參與行為的相關 文獻外，並以觀察研究某一國小低年級二位教師的實際教學為例，做進一步的分 析。 研究結果發現：1.低年級學生，在其學習過程中，仍需教師高倡導及高關懷，才 能有高效率的學習成果。2.教學內容的選擇，應符合學生的能力、需求、興趣及 經驗，才能引起學生學習動機；教師也需按部就班，具體明確地教導，始能提升 學生的學習效益。3.在班級情境中，學生座位的安排及教學活動的設計，均應以 能促進師生良好互動關係為原則，期能促成學生產生良好的參與行為與學習行為。

　　　　　Good interactions between a teacher and his or her students, in the classroom teaching process may be critical to achieving the goals of teaching. The teaching style of the teacher and the classroom context set up and shaped by the teacher both deeply affect these interactions and learning behavior of the students (obviously for the elementary pupils). The purpose of this study is to review the literature related to teaching styles of teachers, the classroom context, and learning behavior of students--and moreover--to observe and investigate the classroom teaching process conducted by two teachers in an elementary school, for further analysis. Some significant results, from this study, could be found as follows: 1.In the learning process, the elementary pupils need high initiation and high consideration of their teacher, to facilitate their highly efficient and effective learning products. 2.Teaching materials should be adapted and geared to students--based on their abilities, needs, interest, and experience--so that the students can be much motivated to learn. Besides, if the teacher can instruct students step by step, and concretely and explicitly clarify what he or she teaches, the learning effects of the students may be accelerated. 3.In the classroom context, primary consideration for good teacher- students interactions should be essential to the seat arrangement, the design of teaching activities--and furthermore--the production of positive learning behavior.