本研究采用半结构访谈、问卷调查和文本分析等方法，并结合对北京市某中学教师办公室的观察，考察了办公室中师生互动的基本情况，分析了影响师生办公室互动的主要因素及师生办公室互动的特点，并进一步研究了学生对教师办公室的意象和师生办公室互动经历对学生发展的影响。研究发现，教师办公室作为现代学校中重要的教学辅助空间，对教师来说，它既是休息、备课的地方，也是对学生进行个别教育、解决课堂中没有解决或不好解决的问题的主要场所；对学生来说，它是除了本班教室外和自己联系最为紧密的学校场所，是学习社会规范的重要场所。教师办公室中发生着频繁的师生互动，互动的内容包括多个方面：答疑解惑；处理班级日常事务；帮助学生解决学习、情感等问题；教育不守纪律的学生等。影响师生办公室互动的因素也是多方面的：学生成绩、身份以及教师的身份、性格、处事方式等因素都对师生互动的频度、深度有影响。师生办公室互动的主要特点有：从互动主体来看，以教师个体和学生个体互动为主；互动的交互性比较强；教师的主导性、自主性强；互动内容比较发散、开放；互动方式多样，互动程度深。进一步的研究发现，不同的学生对教师办公室的意象并不相同——有喜欢或愿意进办公室的，也有害怕或不愿进办公室的——这和学生在办公室的遭遇有关，同时也是规训权力在办公室运作的结果。

Based on the observation of the interaction between teachers and students performed in the teacher’s office of one of the middle schools in Beijing, and through semi-structure interview, questionnaire survey and literature analysis, this study investigates the primary situation of the interaction between teachers and students in the teacher’s office, analyzes the affecting factors and the feature of the teacher-student office interaction, and conducts a further research on the student’s subjective image of the teacher’s office and influence exerted by the teacher-student office interaction on the development of the student.As the most important teaching-assistance space in modern schools, the teacher’s office is a place where teachers can rest, prepare lessons, conduct individualized nurture and solve problems which are not or cannot be solved in the class. For students, teacher’s office is this kind of schooling place which relates most closely to them besides their classrooms.Interaction between teachers and students, including answering questions raised by students, dealing with daily students’ affairs, helping students solve academic and emotional problems and educating the students who do not maintain disciplines, can take place at any time in the teacher’s office. There are many factors which may influence the frequency and intensiveness of the teacher-student office interaction, such as the performance and status of the students, the status and way of doing things of the teachers. The major features of the teacher-student office interaction can be stated as follows: it is mainly composed of the individual interactions between teachers and students, the interaction has a strong mark of mutuality, autonomy and openness, the interacting mode is diverse and the interaction is intensive.Further study indicates that most students hold bad subjective image for the teacher’s office, they fear to or do not like to go into the teacher’s office. This may be caused by the misfortune encountered by students in the teacher’s office and may be regarded as the results brought about by the disciplinary power in the teacher’s office.