本文選題：師生關(guān)系　切入點(diǎn)：責(zé)任主體　出處：《曲阜師范大學(xué)》2016年碩士論文

【摘要】：師生關(guān)系是教育領(lǐng)域中最基礎(chǔ)同時(shí)也是最復(fù)雜的人際關(guān)系,師生關(guān)系的好壞直接影響著教育教學(xué)效果,影響學(xué)生的學(xué)習(xí)狀態(tài)、人格發(fā)展及教師的心理狀態(tài)與工作態(tài)度。蘇聯(lián)著名教育學(xué)家贊可夫說(shuō):“就教育工作效果來(lái)說(shuō),很重要的一點(diǎn)就是要看教師和學(xué)生之間的關(guān)系如何�！彪S著教育改革的不斷加強(qiáng)和深入,在教育教學(xué)實(shí)踐過(guò)程中不斷凸顯的種種師生關(guān)系問(wèn)題常常出現(xiàn)在公眾的視野中,師生關(guān)系越來(lái)越被大家重視且成為一個(gè)熱門的話題。師生關(guān)系貫穿于整個(gè)教育過(guò)程的始終,如何逐步的建立一種和諧的師生關(guān)系成為教育人及全社會(huì)對(duì)教育的共同心聲。和諧作為中華民族文化的精髓部分可以簡(jiǎn)要概括為“和而不同,求同存異”,和諧并不是指一種完全統(tǒng)一、相同、對(duì)等的狀態(tài),而是指事物個(gè)體內(nèi)部各要素之間以一種井然有序的模式協(xié)調(diào)發(fā)展?fàn)顟B(tài)。具體到師生關(guān)系中,和諧師生關(guān)系是師生之間互敬互愛(ài),彼此尊重,共同發(fā)展,師生關(guān)系的相關(guān)主體也協(xié)調(diào)有序發(fā)展的狀態(tài)�；诤椭C師生關(guān)系的內(nèi)涵我們可以得出和諧師生關(guān)系建構(gòu)的前提就是師生關(guān)系的相關(guān)主體的協(xié)調(diào)發(fā)展,相關(guān)主體的協(xié)調(diào)發(fā)展是和諧師生關(guān)系建構(gòu)的重要環(huán)節(jié),筆者將這些相關(guān)主體稱之為和諧師生關(guān)系的責(zé)任主體,因此本文的研究視角就是從責(zé)任主體出發(fā)探討和諧師生關(guān)系的建構(gòu)。本文由當(dāng)前師生關(guān)系出現(xiàn)的問(wèn)題入手,探討了師生關(guān)系出現(xiàn)問(wèn)題的深層原因是由于教育人對(duì)師生關(guān)系的既有認(rèn)識(shí)存在偏差,傳統(tǒng)的師生關(guān)系觀念早已不適應(yīng)新時(shí)期的教育大環(huán)境,因此師生關(guān)系轉(zhuǎn)型迫在眉睫。和諧是我國(guó)傳統(tǒng)文化的精髓部分,追求“和而不同,求同存異”,師生關(guān)系與“和諧”思想存在著本質(zhì)契合點(diǎn),因此和諧可以說(shuō)是當(dāng)代師生關(guān)系的價(jià)值追求之一。本文在論述如何建構(gòu)和諧師生關(guān)系的角度上區(qū)別于以往的論述視角,而是從責(zé)任主體的角度來(lái)展開(kāi)討論,師生關(guān)系作為一種教育關(guān)系是十分復(fù)雜的關(guān)系,與之相關(guān)的主體及主體之間的關(guān)系都會(huì)影響師生關(guān)系的建構(gòu),因而相關(guān)主體都是責(zé)任主體,本文就此分別論述了各相關(guān)責(zé)任主體在構(gòu)建和諧師生關(guān)系中的具體策略。
[Abstract]:The teacher-student relationship is the most basic and complex interpersonal relationship in the field of education. The quality of teacher-student relationship directly affects the teaching effect, the students' learning state, the development of personality, the psychological state and the working attitude of the teachers."in terms of the effectiveness of education, it is important to see how the relationship between teachers and students is concerned," said Zankov, a prominent Soviet educator.With the continuous strengthening and deepening of the educational reform, the problems of teacher-student relationship which are constantly highlighted in the process of educational practice often appear in the public view. The teacher-student relationship has been paid more and more attention to and become a hot topic.The relationship between teachers and students runs through the whole process of education. How to gradually establish a harmonious relationship between teachers and students becomes the common aspiration of educator and the whole society to education.Harmony, as the essence of the Chinese nation's culture, can be summarized as "harmony without difference, seeking common ground while reserving differences". Harmony does not mean a state of complete unity, identical and equal.It refers to the coordinated development of each element in an orderly mode.In the teacher-student relationship, the harmonious teacher-student relationship is the state in which teachers and students respect and love each other, respect each other and develop together, and the related subjects of teacher-student relationship also develop in a coordinated and orderly manner.Based on the connotation of harmonious teacher-student relationship, we can conclude that the premise of constructing harmonious teacher-student relationship is the coordinated development of related subjects of teacher-student relationship, and the coordinated development of related subjects is an important link in the construction of harmonious teacher-student relationship.The author calls these related subjects the responsibility subject of harmonious teacher-student relationship, so the research angle of this paper is to discuss the construction of harmonious teacher-student relationship from the perspective of responsibility subject.Starting with the problems existing in the teacher-student relationship, this paper probes into the deep causes of the problems in the teacher-student relationship, which are due to the deviation of the educator's existing understanding of the teacher-student relationship.The traditional concept of teacher-student relationship has not adapted to the educational environment in the new period, so the transformation of teacher-student relationship is urgent.Harmony is the quintessence of Chinese traditional culture, pursuing "harmony but difference, seeking common ground while reserving differences", and the relationship between teachers and students and the thought of "harmony" have the essential common point, so harmony can be said to be one of the value pursuits of contemporary teacher-student relationship.This paper discusses how to construct a harmonious teacher-student relationship, which is different from the previous perspective, but from the perspective of the subject of responsibility. As a kind of educational relationship, the teacher-student relationship is very complicated.The related subjects and the relationship between the subjects will affect the construction of teacher-student relations, so the related subjects are responsible subjects, this paper discusses the specific strategies of each related responsibility subjects in the construction of a harmonious teacher-student relationship.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G456

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