本研究以北京市某初中186人为研究对象，以学校公正气氛量表、学生感知的班级人际和谐问卷以及青少年学校满意度评定问卷为工具，调查学生感知的教师公平、班级氛围、学校满意度以及性别、年龄、班级、是否担任班干部、学习等级以探究教师公平、班级氛围和学校满意度在性别、年级等变量上的差异及教师公平、班级氛围与学校满意度三者的关系。结果发现：(1)教师公平和班级氛围存在显著的性别差异，并且都是女生得分高于男生；教师公平、班级氛围和学校满意度在自我报告的成绩等级上均存在显著差异，在是否担任班干部上差异不显著；初二年级学生对学校的满意度显著低于初二学生。(2)学生感知到的教师公平、班级氛围和学校满意度均呈现正相关；教师公平显著影响班级氛围，二者呈现正相关显著。(3)学生感知到的教师公平是通过班级氛围的中介作用影响学校满意度的，中介效应占总效应的72.22%。

The purpose of this study is to explore the Chinese middle school students’ class climate experience as a mediating role between the teacher justice and school satisfaction. This research selects 186 students from a junior high school from Beijing. Collect the students’ teacher justice experience, class climate experience, their satisfaction with school and the basic information about themselves with the Teacher Justice Scale, the Class Climate Scale and the School Satisfaction Scale. The results shows that : (1) The teacher justice and class climate experience has significant gender difference and girls score higher than boys; the teacher justice, class climate and school satisfaction both have significant difference on grade, but have no significant difference on whether to be or being served as the class cadre; the school satisfaction with the students in the first grade is significantly higher than that of the students in the second grade. (2) The teacher justice, class climate and school satisfaction have significant positive correlation. (3) By establishing the model of path analysis found that the students’ justice experience affects students’ school satisfaction indirectly by influencing the students’ class climate experience. The class climate plays a mediating role between the teacher justice and school satisfaction.