本研究旨在從價值面向，採質性研究方式選擇五年級兩班學生，以及一班級任老師為研究對象，透過課室觀察、問卷、訪談、研究省思等工具收集資料，探討師生所建構之關係及其權力運作，藉此描述課堂社會之生活現況。結果顯示，除了社會規範所賦予的教師權力之外，權力運用基礎在於「師生關係」的建立。教師在運用權力中必須獲得學生的認同，重點在於體認學生個體主體性，對學生所體認的社會規範須能感同身受，以此與學生建構彼此的權力關係，以學生所「認可的權力」，方才是教師權力運作最穩固的來源與基礎。

This study was to identify how to create the power relationship between teacher and students and how to operate the power structure in the fifth grade classroom. Classroom observation, simple class questionnaires, interviews, reflective notes were used to collect data. Two class students and one classroom teacher were selected for study. The power relationship was based on teacher-student relationship, but the origin of power was given and admitted by social norms. Abilities respect students' identity and subjectivity, and to empathize with them were decisive to construct the process of power relationship between teacher and students and to operate the power structure in classroom.