本文關(guān)鍵詞： 師生關(guān)系 初中 英語教學　出處：《魯東大學》2017年碩士論文　論文類型：學位論文

【摘要】：師生關(guān)系一般指教師與學生之間以情感、認知和行為交往為主要表現(xiàn)形式的動態(tài)心理關(guān)系。融洽的師生關(guān)系不僅能促進教育教學活動順利開展,有效達成教育教學目標,也會對學生的身心發(fā)展產(chǎn)生深刻的影響。師生關(guān)系一直是國內(nèi)外教育研究熱點之一,也取得了一些富有成效的研究,然而針對我國英語教學中初中生的師生關(guān)系現(xiàn)狀調(diào)查研究仍較匱乏。希望本研究有助于英語教師更全面地認識初中英語教學中師生關(guān)系存在的問題,為解決師生關(guān)系問題提供借鑒。本文的研究對象是煙臺和泰安兩所初中的400名學生和50名英語老師。通過問卷調(diào)查和訪談的研究方法,研究了以下問題:1.師生對初中英語教學中的師生關(guān)系的態(tài)度和滿意度如何?2.從四種類型的師生關(guān)系(即逃避型,斗爭型,親密型,依賴型)考量目前初中英語教學中師生關(guān)系的現(xiàn)狀如何?通過對數(shù)據(jù)的分析,筆者得出以下主要發(fā)現(xiàn):1.絕大多數(shù)老師和大部分學生對師生關(guān)系持積極的態(tài)度,但仍有百分之十左右學生對與英語老師的關(guān)系持消極的態(tài)度。一半以上的學生和老師對目前師生關(guān)系感到滿意,但仍有接近五分之一的老師和同學對目前的師生關(guān)系狀況不滿意。2.四種類型的師生關(guān)系得分率從高到低依次是:(1)學生問卷:親密型(4.89)、依賴型(3.28)、逃避型(2.88)、斗爭型(2.18)(2)教師問卷:親密性(4.56)、依賴型(3.9)、逃避型(2.96)、斗爭型(2.86)。研究調(diào)查發(fā)現(xiàn),教師問卷和學生問卷的結(jié)果大體一致。目前初中英語教學中的師生關(guān)系以親密性和依賴型為主,但逃避型和斗爭型師生關(guān)系仍占有一定比重。大部分學生與英語教師是親密型師生關(guān)系,師生之間互相關(guān)心,互相尊重。學生與教師之間的依賴性并不顯著,大部分學生有問題時不會首先想到老師。逃避型師生關(guān)系會影響著英語教學,部分學生上課從來不主動回答問題,課下也不愿意交流等。由于初中生的認知和心理等特點,學生容易與教師形成斗爭型師生關(guān)系,教師體罰、諷刺學生的現(xiàn)象仍然存在,接近一半的教師表示還是喜歡學習成績好的學生,部分學生也會在私下給老師起外號。為了使師生關(guān)系更好地服務于初中英語教學,筆者也為英語教師提出了一些構(gòu)建良好師生關(guān)系的參考性建議。
[Abstract]:Generally speaking, teacher-student relationship refers to the dynamic psychological relationship between teachers and students with emotion, cognition and behavior communication as the main forms. Harmonious teacher-student relationship can not only promote the smooth development of educational activities. Effective achievement of educational and teaching objectives will also have a profound impact on the physical and mental development of students. The teacher-student relationship has always been one of the hot spots of educational research at home and abroad, and has also made some fruitful research. However, there is still a lack of research on the teacher-student relationship among junior high school students in English teaching in China. It is hoped that this study will help English teachers to fully understand the problems existing in teacher-student relations in junior high school English teaching. In order to solve the problem of teacher-student relationship, the research object of this paper is 400 students and 50 English teachers from two junior middle schools in Yantai and Tai'an. This paper studies the following question: 1. What is the attitude and satisfaction of teachers and students towards the teacher-student relationship in junior high school English teaching? 2. What is the current situation of teacher-student relationship in junior middle school English teaching from four types of teacher-student relationship (namely, escape, struggle, intimacy and dependence)? Through the analysis of the data, the author draws the following main findings: 1. Most teachers and most students have a positive attitude towards teacher-student relations. However, about 10% students still have a negative attitude towards the relationship with English teachers. More than half of the students and teachers are satisfied with the current teacher-student relationship. But there are still nearly 1/5 teachers and students dissatisfied with the current situation of teacher-student relationship. 2.The score rate of four types of teacher-student relationship from high to low is: 1) Student questionnaire: intimate type 4.89). Dependence (3.28%), escape (2.88), struggle (2.18 / 2) teacher questionnaire: closeness (4.56), dependence (3.9), escape (2.96). The research shows that the results of teacher questionnaire and student questionnaire are basically the same. At present, the teacher-student relationship in junior middle school English teaching is mainly related to intimacy and dependence. Most of the students and English teachers are close teachers and students, teachers and students care about each other and respect each other. The dependence between students and teachers is not significant. Most students do not think of teachers first when they have questions. The escape teacher-student relationship will affect English teaching, and some students will never answer questions actively in class. Due to the cognitive and psychological characteristics of junior high school students, students are easy to form a struggle between teachers and teachers, teachers corporal punishment, irony of students still exist. Nearly half of the teachers said they still prefer students with good grades, and some of the students will give the teacher a nickname in private in order to make the teacher-student relationship better serve the junior high school English teaching. The author also puts forward some reference suggestions for English teachers to build a good teacher-student relationship.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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