班主任是中小学日常思想道德教育和学生管理工作的主要执行者，扮演着学生人生导师的重要角色。在小学学校日常生活中，由于小学生身心发展水平尚处于低幼阶段，对班主任老师有着强烈的依赖感，小学班主任和学生的互动具有独特性和教育性。然而学术界对班主任与学生的互动的研究仍有不足。本研究基于互动仪式链视角，采用质性研究中的个案研究方式，以北京市育苗小学为研究情境，选取了两个班主任老师作为主要的研究参与者，使用访谈法、观察法和实物收集法等方法收集资料，通过分析外部组织环境相同的两位班主任老师基于师生互动的不同理解，探讨班主任老师与学生双方的互动过程以及互动类型和形成不同互动类型的影响因素。

通过对资料的情境和类属分析，研究发现：学校和家长层面会从学校管理制度、家长权威和学生学业表现等方面对班主任的工作实施影响，对于班主任与学生的互动行为具有一定的制约性。但是班主任老师与学生的个体特征和性格会使得行动者在具体的互动情境中呈现出迥然不同的互动风格，班主任教师会基于对互动惯例化的意义和地方性意义理解行事。两位班主任教师在外部制度环境的限制下，在行动和互动中建构出“工具互动型”“情感依赖-对抗型”“权威冲突型”三种地方性制度意义，分别呈现出工具关系、依赖-对抗关系、权衡关系的互动关系。同时，这些不同的地方性意义分别受到不同因素的影响而生成，“工具互 动型”互动受到“学校制度的垂直渗入”影响而生成，“情感依赖-对抗型”互动受到班主任老师与学生个体性格特征影响而生成，“权威冲突型”互动在家长权威与教师权威的对抗与权衡影响下生成。

基于上述研究结论，本研究认为推动班主任教师与学生的良好互动需要在区域层面促进家校合作，搭建家长与班主任老师的沟通桥梁，为班主任与学生的积极互动助力；在学校层面，推动学校管理制度与班级管理制度的有机结合，在保证教育教学有效开展的前提下，给予班主任老师更多的自由权制定特色的班级管理制度，助力师生积极互动；在班主任教师层面，需要加强自身专业化建设，保持在师生互动中的理性与专业化。

The monitor teacher is the main executor of daily ideological and moral education and student management in primary schools, and plays an important role of life tutor for students. In the daily life of primary school, because the physical and mental development level of students is still in the low stage, they have a strong sense of dependence on the teacher , the interaction between the teacher in charge of primary school and students is unique and educational. However, the academic research on the interaction between homeroom teachers and students is still insufficient. Based on the perspective of interactive ritual chain theory, this study adopts the case study method of qualitative research, and takes Beijing Yu-Miao

Primary School as the research context. Two monitor teachers are selected as the main research participants, and data are collected by means of interview, observation and material collection, etc. By analyzing the different understandings of teacher-student interaction between two monitor teachers with the same external organizational environment. This paper discusses the interaction process between homeroom teachers and students, the interaction types and the influencing factors of different interaction types.

Through the context and category analysis of the data, the research finds that schools and parents will exert pressure on the work of class teachers from the aspects of school management system, parental authority and students' academic performance, which has certain constraints on the interaction between class teachers and students. However, the individual characteristics and personalities of homeroom teachers and students will make the actors show completely different interaction styles in specific interaction situations, and homeroom teachers will act on the basis of conventional and local meanings that are taken for granted. Under the limitation of the external institutional environment, the two class teachers construct three kinds of local institutional meanings in their actions and interactions, namely, "instrument interaction type", "emotional dependence type" and "authority conflict type", which respectively present the interactive relations of tool relationship, dependence relationship and weighing relationship. At the same time, these different local meanings are generated under the influence of different factors, "instrumental interaction" is generated under the influence of "vertical infiltration of school system", "emotional dependence" is generated under the influence of individual personality characteristics of class teacher and students, and "authority conflict" is generated under the influence of confrontation and balance between parent authority and teacher authority.

Based on the above research conclusions, this study believes that to promote the good interaction between homeroom teachers and students, it is necessary to promote the good cooperation between home and school at the regional level, build a communication bridge between parents and homeroom teachers, and help the positive interaction between homeroom teachers and students. At the school level, promote the organic combination of school management system and class management system. On the premise of ensuring the effective development of education and teaching, give homeroom teachers more freedom to formulate special class management system; At the level of homeroom teachers, we need to strengthen our professional construction and keep the rationality and specialization in teacher-student interaction