| Summary: | 碩士 === 臺東師範學院 === 教育研究所 === 91 === The main purpose of this research was to investigate the gender differences in teacher-pupil interaction in classroom and to explore the factors that affected such differences. Objects of this study were teacher Chem and 21 students in primary school. Data collected for analysis were from participant observations, interviews, and students’ personal documents. Based on comparison analysis, the major findings were as follows：
I. Children had been influenced by medium.
II. Although nine-year integrated curriculum had put into practice, the pictures of textbook was still full of stereotype of gender .
III. It is still difficult that gender issue blends with curriculum.
IV. Adopting didactic instruction too much, it caused action of instruction which lacks interaction of teacher-pupil.
The major results were as follow：
I.The hidden environment which included election of leaders, arrangement of seat and work, and the expectation of teacher still had stereotype of gender.
II.Whatever drawings and homeworks, students of this class had stereotype of gender.
III. Stereotype of gender included many ways of actions and processes of teachings.
The actions of teachings were as follows：First, the life- courses belonged to operative that showed the boys dominate the power and the girls always kept silent. The second, boys often raised their hands and made statement because of confidence. The third, teacher Chem reminded boys to perform continuously. The processes of teachings were as follows ：First, when teacher Chem needed student help, she almost chose boys, even if girls raised their hands. The second, when teacher kept the order in class, the boys were aimed at. The third, when writing and cutting, boys needed much assistance and support from teacher than girls. The forth, boys got much encouragement than girls from teacher. The fifth, boys and girls had stereotype of gender evidently.
Based on the findings and the results, this research was also stated the applicable suggestions for practice and further study.
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