本研究之目的在於：一、瞭解泥娃娃小學師生關係經營現況與方式。二、展現泥娃娃小學之師生關係經營圖像。三、展現泥娃娃小學之師生關係經營理想圖像。四、提出具體建議供學校教育人員及後續研究之參考。 為深入瞭解泥娃娃小學師生關係經營圖像，本研究採取質性研究法，以訪談法為主要研究之方式以獲取資料；研究對象方面，以北部一所另類教育學校為例，並探討其師生關係經營現況與方式，描繪師生關係經營圖像意境，展現師生關係經營理想圖像，本研究歸納結論如下： 一、 師生關係經營現況與方式：經營現況有真心誠意、定位清晰與平等與指引；方式有相互尊重、用心聆聽及彈性與自由。 二、 師生關係經營圖像：有七種圖像意境，分別為1.教師就像大樹，學生就像圍繞在大樹周邊的小樹或小花。2. 教師就像潺潺流水，師生關係是細水長流。3.默默地陪伴學生成長，就像春風與明月般。4.發現新事物的探索陪伴者。5.教師給予學生家的溫暖。6. 教師就像是候鳥遷徙中的領航者。7. 教師是與學生一起奔跑的學習者。 The purpose of this study: First, understand the status and mode teacher-student relationship management in the NiWaWa Primary school. The sencond, I want to show the image of teacher-student relationship management form NiWaWa Primary school. The third, I desire to show the ideal image of teacher-student relationship management form NiWaWa Primary school. The Fourth, we would propose and give the advice to follow-up study of school education staff and reference. To better understand and show the image of teacher-student relationship management form NiWaWa Primary school, this study adopted qualitative research method to study interviews as the main way to get the information; study area to the north an alternative education schools, for example, and to explore its teacher-student relationship status and mode, depicting the image of teacher-student relationship management, showing the ideal image of teacher-student relationship management. This study is summarized as the follows conclusions: 1. The status and mode of teacher-student relationship management: current situation there is sincere, clear positioning, equality and guidelines; way there is a mutual respect, listen carefully and flexibility and freedom. 2. The image of teacher-student relationship management: There are seven images mood－(1) The teacher is like big tree, the student is around like in small tree or floret of big tree perimeter. (2) The teacher likes the gurgling water, teacher-student relationship is that thin water is long and flows. (3) The teacher silently keeps company with a student to grow up and be like spring breeze and bright moon. (4) Discover new things to explore companion. (5) The teacher gives students the warmth of home. (6) The teacher likes the leader in migratory, and (7) The teacher is the learner that runs together with student.