中等职业学校师生关系的问题与策略研究

发布时间：2018-03-04 12:29

本文选题：中职　切入点：师生关系　出处：《华东师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：教育活动是由教师和学生共同参与的活动,由于教师和学生是能动的主体,因而教育活动是一种双边活动,是教师和学生相互影响、相互作用的活动。在师生互动的过程中,形成了变化和发展的师生关系。可以说,没有师生互动的过程,没有师生关系的构建,就不存在教育活动,师生关系本身也是一种重要的教育要素,是中等职业学校教育教学的背景和环境,良好师的生关系是中等职业学校教育教学取得良好效果的保障,在中等职业学校显得非常重要,因此,中职教师必须在教育教学过程中积极构建良好的师生关系。本文以中等职业学校的教师和学生做为研究对象,在充分了解中等职业学校师生关系的基础上,主要从教师角度着手,探讨如何构建中等职业学校和谐的师生关系。全文共分为五个部分。第一章：首先,介绍了选题的缘由、选题的目的和意义,然后,对国内外的研究现状进行了综述。之后,还对文章涉及的核心概念“中职、师生关系、策略”进行了界定。第二章：运用问卷法、访谈法、观察法了解当前中等职业学校师生关系的现状,分析了当前中等职业学校师生关系存在的比较突出的问题：一、由于教师放任自流而导致师生情感淡漠。二、由于教师专制而使学生对教师敢怒不敢言。三、由于教师的教学能力足导致师生关系僵化。四、由于教师不合理对待使师生间紧张对抗。第三章：主要采用个案研究,分析当前中等职业学校师生关系和谐与不和谐的深层原因。选取师生关系非常紧张的A教师和师生关系非常和谐的B教师做为研究的对象,得出A师生关系紧张主要是以下原因造成：一、教师消极的教育作用观。二、教师师道尊严的教师观根深蒂固。三、教师在师生交往中角色定位有偏差。四、教师对学生的生活和情感缺少关爱。五、教师对学生有不恰当的期待。六、教师与学生缺少沟通。得出B教师师生关系和谐的原因：一积极的教育作用观、教师观和学生观。二、在师生交往中将自己定位为学生的导师和朋友。三、关心帮助学生。四、理解宽容学生。五、喜爱学生,愿意跟学生在一起。六、值得学生信赖和让学生觉得有安全感。第四章：通过文献法、观察法、访谈法分析当前中等职业学校学生的特点,并在以上几章研究的基础上提出构建中职和谐师生关系的几点原则：一、尊重学生。二、自然而亲切。三、理解与宽容。四、喜欢与接纳。第五章：在遵循构建中职和谐师生关系的原则的基础上,从改变教师的观念、满足中职学生的特殊需求、创设轻松舒适的交流环境、实施恰当的言语行为、进行正面教育、提高教师教学能力等几个方面出了构建中职和谐师生关系的具体策略。
[Abstract]:Educational activities are activities in which teachers and students participate together. Because teachers and students are active subjects, educational activities are bilateral activities, which are interactive activities between teachers and students. The teacher-student relationship has changed and developed. It can be said that without the process of teacher-student interaction and the construction of teacher-student relationship, there will be no educational activities, and teacher-student relationship itself is an important element of education. It is the background and environment of secondary vocational school education and teaching, the good teacher student relation is the guarantee that the secondary vocational school education and teaching obtains the good result, it is very important in the secondary vocational school, therefore, Teachers in secondary vocational schools must actively establish a good teacher-student relationship in the process of education and teaching. This paper takes the teachers and students of secondary vocational schools as the research object, on the basis of fully understanding the teacher-student relationship in secondary vocational schools. This paper discusses how to construct harmonious teacher-student relationship in secondary vocational schools from the perspective of teachers. The full text is divided into five parts. Chapter one: first, it introduces the reason, the purpose and significance of the topic, and then summarizes the current research situation at home and abroad. After that, it defines the core concepts involved in the article: secondary vocational school, teacher-student relationship and strategy. Chapter two: using questionnaire method, interview method, observing method to understand the current situation of teacher-student relationship in secondary vocational schools, and analyzing the outstanding problems existing in the teacher-student relationship in secondary vocational schools: 1. Due to teachers' indulgence, teachers' feelings are indifferent. Secondly, students dare not speak up to teachers because of their autocracy. Third, teachers' teaching ability leads to the ossification of teacher-student relationship. The teacher's unreasonable treatment caused tension between teachers and students. Chapter three: mainly adopts the case study, analyzes the deep reason of the harmonious and disharmonious teacher-student relationship in the secondary vocational school, and selects A teacher who is very tense in the teacher-student relationship and B teacher who is very harmonious in the teacher-student relationship as the object of the study. It is concluded that the tension between teachers and students is mainly caused by the following reasons: first, teachers have negative views on the role of education; second, teachers have a deeply rooted view of the dignity of teachers; third, the role of teachers in the interaction between teachers and students is biased. Fifth, teachers have inappropriate expectations of students. Sixth, teachers and students lack of communication. The reason for the harmonious relationship between teachers and students: a positive view of the role of education, Teachers' and students'Concepts. Second, we should position ourselves as mentors and friends of students in teacher-student exchanges. Third, we should be concerned about helping students. Fourth, we should understand and tolerate students. Fifthly, we love students and are willing to be with students. It is worthy of students' trust and makes them feel safe. Chapter 4th: through the literature method, observation method, interview method to analyze the characteristics of the current secondary vocational school students, and on the basis of the above chapters of the study put forward a few principles of building a harmonious relationship between teachers and students in secondary vocational schools: first, respect students. Natural and cordial. Third, understanding and tolerance. Four, like and accept. Chapter 5th: on the basis of following the principle of constructing harmonious teacher-student relationship in secondary vocational schools, from changing teachers' concepts, meeting the special needs of secondary vocational school students, creating a relaxed and comfortable communication environment, implementing appropriate speech acts, and carrying out positive education, The concrete strategies of constructing harmonious teacher-student relationship in secondary vocational schools are put forward in several aspects, such as improving teachers' teaching ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G715.6

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