Abstract
Along with the implementation of the government's school autonomy policy, we wanted to investigate to what extent teacher led lectures and test-solving classes would be changed into learner centered or student activity-oriented class in a general high school(Sky high school), using qualitative research method. In the Sky high school, the principal waited for teachers to change their teaching methods, rather than demanding changes and supported teachers who tried to change teaching method. There were teacher learning communities and teacher training led by a head teacher in the Sky high school. The student activity-oriented class as an “emergent culture,” were conducted by individual teachers. Students who were in higher grade and higher achieved were less likely to be positive to activity-oriented classes since such classes were seen as less effective in preparation for college entrance. School autonomy in the Sky high school has led not to force or not to interfere, not to say hateful things each other, and not to stand out. Not to stand out has been kept by the effect of the uniform egalitarian teacher culture as residual culture and to avoid anxiety of status and identity of teachers who have conducted teacher led lectures and test-solving classes.
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