This study is mainly based on the basic premise that classroom learning is determined by classroom communication. Then, we explored the classroom models as the frame of understanding the process of classroom communication, and aim to propose the alternative model. For this, first we referred to the communication theories of semiotic school and process school, and searched the relation of the classroom learning and classroom communication. As the result, there appeared many classroom communication models, which were one-way model, two-way model, interaction model, transaction model, and constructivism model. Through the one-way model, the classroom learning appeared as the process of achieving the teacher's original purpose. Two-way model emphasized the application of feedback during the communication process. Interaction model expected the capability of student's selective perception while teacher and students interact. Transaction model appreciated widely and deeply the various factors in the situation context which the classroom communication occurred. And constructivism model considered that the teacher's massage was not shamed with the students, but finally the students selected and then the classroom communication accomplished. As the alternative model, the synthesis model hoped to answer the question "What and how do the students learn practically in schooling?" We tried to synthesise the various factors which the former models have implied.