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The aim of this research was to clarify the dynamic relationships between the teacher and the mentally retarded children in the classroom. Beyond the questionnaire level in which we were studying those relationship up to this time, we tried to study this problem in more concrete and real situation. For this purpose the teaching process analysis method was taken as our procedure. Two classes in the secondary school for the mentally retarded were chosen as the different typical patterns which were assumed from our previous research. The full member of our research group engaged to observe the practical teaching porocesses of both classes and analyzed those processes from the two major aspects. The first one was to compare quantitatively and qualitatively the degree of verbal communication by symbolizing the individual interaction between teacher and children as each basic unit. The second aspect was to find the dynamic process of the stream of the teaching situation by illustrating the each unit according to the teaching process. As the result, although we could find the considerable characteristics between those two classes at the standpoint of the teacher-children interaction, for the time being, we concluded not that such a different characteristics was caused by each teacher's ideational attitude on the education for the mentally retarded, but that each teacher who took such a different ideational attitude showed the characteristic type of the teacher-children interaction as to how to act and react to the children in the real classroom situation., 国立情報学研究所で電子化したコンテンツを使用している。