本文選題：中職　切入點：師生關(guān)系　出處：《華東師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：教育活動是由教師和學(xué)生共同參與的活動,由于教師和學(xué)生是能動的主體,因而教育活動是一種雙邊活動,是教師和學(xué)生相互影響、相互作用的活動。在師生互動的過程中,形成了變化和發(fā)展的師生關(guān)系�？梢哉f,沒有師生互動的過程,沒有師生關(guān)系的構(gòu)建,就不存在教育活動,師生關(guān)系本身也是一種重要的教育要素,是中等職業(yè)學(xué)校教育教學(xué)的背景和環(huán)境,良好師的生關(guān)系是中等職業(yè)學(xué)校教育教學(xué)取得良好效果的保障,在中等職業(yè)學(xué)校顯得非常重要,因此,中職教師必須在教育教學(xué)過程中積極構(gòu)建良好的師生關(guān)系。本文以中等職業(yè)學(xué)校的教師和學(xué)生做為研究對象,在充分了解中等職業(yè)學(xué)校師生關(guān)系的基礎(chǔ)上,主要從教師角度著手,探討如何構(gòu)建中等職業(yè)學(xué)校和諧的師生關(guān)系。全文共分為五個部分。 第一章：首先,介紹了選題的緣由、選題的目的和意義,然后,對國內(nèi)外的研究現(xiàn)狀進行了綜述。之后,還對文章涉及的核心概念“中職、師生關(guān)系、策略”進行了界定。 第二章：運用問卷法、訪談法、觀察法了解當(dāng)前中等職業(yè)學(xué)校師生關(guān)系的現(xiàn)狀,分析了當(dāng)前中等職業(yè)學(xué)校師生關(guān)系存在的比較突出的問題：一、由于教師放任自流而導(dǎo)致師生情感淡漠。二、由于教師專制而使學(xué)生對教師敢怒不敢言。三、由于教師的教學(xué)能力足導(dǎo)致師生關(guān)系僵化。四、由于教師不合理對待使師生間緊張對抗。 第三章：主要采用個案研究,分析當(dāng)前中等職業(yè)學(xué)校師生關(guān)系和諧與不和諧的深層原因。選取師生關(guān)系非常緊張的A教師和師生關(guān)系非常和諧的B教師做為研究的對象,得出A師生關(guān)系緊張主要是以下原因造成：一、教師消極的教育作用觀。二、教師師道尊嚴(yán)的教師觀根深蒂固。三、教師在師生交往中角色定位有偏差。四、教師對學(xué)生的生活和情感缺少關(guān)愛。五、教師對學(xué)生有不恰當(dāng)?shù)钠诖�。六、教師與學(xué)生缺少溝通。得出B教師師生關(guān)系和諧的原因：一積極的教育作用觀、教師觀和學(xué)生觀。二、在師生交往中將自己定位為學(xué)生的導(dǎo)師和朋友。三、關(guān)心幫助學(xué)生。四、理解寬容學(xué)生。五、喜愛學(xué)生,愿意跟學(xué)生在一起。六、值得學(xué)生信賴和讓學(xué)生覺得有安全感。 第四章：通過文獻法、觀察法、訪談法分析當(dāng)前中等職業(yè)學(xué)校學(xué)生的特點,并在以上幾章研究的基礎(chǔ)上提出構(gòu)建中職和諧師生關(guān)系的幾點原則：一、尊重學(xué)生。二、自然而親切。三、理解與寬容。四、喜歡與接納。 第五章：在遵循構(gòu)建中職和諧師生關(guān)系的原則的基礎(chǔ)上,從改變教師的觀念、滿足中職學(xué)生的特殊需求、創(chuàng)設(shè)輕松舒適的交流環(huán)境、實施恰當(dāng)?shù)难哉Z行為、進行正面教育、提高教師教學(xué)能力等幾個方面出了構(gòu)建中職和諧師生關(guān)系的具體策略。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.6

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