本科毕业论文英语教学中师生的和谐关系研究英语专业.docx

本科毕业论文英语教学中师生的和谐关系研究英语专业.docx

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本科毕业论文英语教学中师生的和谐关系研究英语专业

Contents

Abstract……………………………………………………………………………..….i

Acknowledgements…………………………………………………………………....ii

Ⅰ.Introduction……………………………………………………………….……....1

A.TraditionalviewpointaboutTSRinChina……………………….…….……...1

B.ProblemsofthecurrentTSR…………………………………………...............2

Ⅱ.FoundationanddefinitionofharmoniousTSR…………………………………....3

A.FoundationofharmoniousTSR………………………………………………..3

B.DefinitionofharmoniousTSR……………………………………………........5

Ⅲ.FunctionsofHarmoniousTSRinEnglishteaching.………………….………..….5

A.Toeliminatethepsychologicalbarrierbetweenteachersandstudents……..….6

B.Tomobilizethelearningenthusiasmofstudents………..……………………...7

C.TooptimizeEnglishenvironmentoncampus…......………………………..…..8

D.Topromoteteachers’andstudents’healthydevelopment……………………...8

E.Toestablishaharmoniousaffectionrelationship…………………….................9

Ⅳ.FactorsaffectingtheharmoniousTSR……………………………................…...….9

Ⅴ.WaysofbuildingtheharmoniousTSR………………………………………….…10

A.Trustingfullystudents……………………………………………..…...…….10

B.Caringandlovingstudents………………………………………..................11

C.Reservingspaceandtimeforstudents…………………………………….....11

D.Encouragingandinfectingstudentsbyteachers’humorsenseandcharming..12

Ⅵ.Conclusion…………………………………………………………………………12

Notes…………………………………………………………………..........................14

Bibliography…………………………………………………………………………..15

IntegrityUndertaking……………………………………………………………….…16

OnHarmoniousRelationshipbetweenTeachersandStudents

inEnglishTeaching

Abstract

Nowadays,withthedevelopmentofsocietyandtheeducationalreform,people’sideasaboutEnglishteachinghavehadgreatchanges.PeopleareattachingmoreandmoreimportancetoTeachers-StudentsRelationship（TSRforshort）.Inbuildingaharmonioussociety,educationisboundtopursuetheharmonybetweeneducationandsociety,educationandnature,andteachersandstudents.

TheharmonybetweenteachersandstudentsplaysaveryimportantroleinEnglishteachingandlearningforharmoniousTSRcaneliminatethepsychologicalbarrier,mobilizetheenthusiasmofstudents’learningEnglish,optimizeEnglishenvironmentonthecampus,promoteteachers’andstudents’healthydevelopmentandestablishaharmoniousaffectionrelationship,whichisabletoeffectivelyfurtherstudentstohigherlevelinEnglishlearningandisbeneficialtoEnglishteaching.Ingeneral,thisharmoniousTSRmainlyliesinharmoniousrelationshipofeffectiveinteractionbetweenteachingandlearning,tacitcoordinationandhappycooperationbetweenteachersandstudents,whichcanbringaboutgoodteachingresultsinEnglishclassandcreateaharmoniouseducationalenvironmentinEnglishteachingandlearning.

Keywords:

harmonious;teachers-studentsrelationship（TSR）;Englishteaching

OnHarmoniousRelationshipbetweenTeachersandStudents

inEnglishTeaching

Ⅰ.Introduction

Forthelast30years,moreandmoreattentionhasbeenpaidtoemotionalpsychologyinEnglishteachingandlearning.Thethoughtthatstudentscanonlylearnwiththehelpofteachershasoutdated.Now,withthedevelopmentofteachingmanagement,teachingmethodsandteachingconcept,peoplearepayingmoreattentiontoTeachers-StudentsRelationship（TSRforshort）.Itisthetrendofquality-orientedenvironmentbetweenteachersandstudents,whichwillhavepositiveeffectsonthestudyofEnglishformanystudents.Teachersshouldtrytheirbesttohelpstudentsgetridofpsychologicalbarriersandbuildcomfortableandstress-freeatmospheretohelpstudentsexploretheirpotentials.Effectiveinteractionbetweenteachingandlearning,tacitcoordinationandhappycooperationbetweenteachersandstudentscanbringaboutgoodteachingresults.Humanfeelingsareakindofpsychologicalphenomenon,whichaccompaniestheprocessofcognition.ItisasignificantfactorthatcannotbeomittedintheprocessofEnglishteachingandlearning.

A.TraditionalviewpointaboutTSRinChina

TraditionalEnglishteachingisbasedonbookknowledge,inwhichstudentsarecompelledtoperforminobediencetotheirteachersduringtheclasses.TeachersarethecenterintraditionalEnglishclassroomswhichhasmanyshortcomings.Itisbelievedthatteachersaretheinitiators,theleadersandthekeypersonsinthestudents’heart.Foralongtime,studentsweretiedtothetraditionalideologythatonceyourteacherteachesyou,heorshewillbeyourteacherforever.Underthisideologyteacherswerestrictwithstudentsandstudentshadtoshowcompleteobediencetoteachers.Worshipingteachersisoriginallyundisputable,butoftencausesteacherstobeintheupperpositionandstudentstobeinthelowerposition.Thereisalackofequalcommunicationbetweenteachersandstudents.Duringtheprocessofteaching,itemphasizestheteachers’roleratherthanthatofstudents,languageinstructionratherthannon-intelligencefactorsofstudents.Asaresult,teachingactivitiesbecamethestageforteacherstoperformaccordingtotheirwill,whilestudentsplayedtheminororpassiverole.

B.ProblemsofthecurrentTSR

1.Ethicalrelation

1.1Infringinguponstudents’rights

Studentsareindependentpersonswhohavetheirownrights.But,teachersofteninfringe,thoughunintentionally,upontheirrightsandfreedomofacceptingeducationduringtheteachingprocess.Forinstance,thewholeclassisaskedtostayintheclassroombyateacherafterschool,foronestudentthrowsapieceofpapertotheteacherwhoiswritingontheblackboard;somestudentswhounmindfullytalkintheclassareforcedtogototheguidanceroomtoacceptcriticismfromtheschoolleaders;somestudentswhodozeoffareforcedtostandinthelastrowtoattendaclass.Atpresent,thesephenomenaarenotunusual,buteverydayoccur.

1.2Doingwhatissupposedtobedonebystudents

Teachersalwaysprepareeverythingforstudents,whichareusuallyregardedasgoodteachers’quality,butinfacttheydepriveofstudents’independenceoftheirchancestofulfilltheirownduty.Forexample,teacherswritedownwhatevertheythinkimportantandusefulontheblackboardwhilestudentspassivelycopyandcannotshowtheirownsubjectiveinitiationfullyduringtheirlearning;teachersarrangeseverything,suchasthearrangementofclassroom,theblackboardnewspaperinschoolandsoon,andstudentsonlyplayaminorrole.

2.Emotionalrelation

Nowadays,teachersandstudentshardlycommunicatewitheachotherafterclass.Excepttheprominentortheparticularlynaughtystudents,teachersevendon’tknowthenamesofstudents.Theyareindifferenttoeachother,letalonecaringaboutortrustingoneanother.Studentsarenotabletogetprompthelpfromteacherswhentheyhavedifficultyintheirlearningordailylife.Somefrictionsbetweenclassmatesarenotreportedpromptlytoteachersandfinallyevenresultingroupfighting.Whenteachersandstudentscomeacrosseachotherontheroad,theymayavoidgreetingeachotheronpurposeifpossible.Whenstudentshavecomplaintsabouttheteachers,lackofcommunicationbetweenteachersandstudentsstrengthensthecontradictoryanddeepenstheirmisunderstandings.Whatisworse,sometimesteachersandstudentshavedirectlanguageandbehaviorattackfortheyhavedifferentideas,differentemotionsanddifferentpsychologies.

3.Practicalrelation

ThepragmatismutilitarianandthevulgarcommercializationcolorofTSRareobviousdaybyday.Forexample,someparentsgivegiftstoteacherswiththehopethattheirownchildrencanbeinfavorofteachersandobtainprioritywheneverpossible.Atthesametime,someteachersalsotrytheirbesttohuntforhelpfromstudents’parentsinordertosolvetheirownindividualdifficultiesorsomeprivateaffairs.Fortheactuationofmaterialinterestsandtheinfluenceofpracticalutilitarianism,teachersareunabletotreateachstudentfairly,whichhasnegativeinfluencesonotherstudents.Whenstudentsfeelunfairlytreated,thebarrierbetweenteachersandstudentsformsanddeepens.What’sworse,suchunhealthyrelationmaycausestudentstolookdownuponteachers,whichwillfurtheraffectTSRandtheeffectivenessofteaching.

Againstsuchbackgroundandthatofbuildingaharmonioussociety,thisthesisaimsatelaboratingtheimportanceandsignificanceofharmonizationofTSR,studyingwhatarefunctionsofharmoniousTSRinstudentsEnglishlearningactivitiesandexploringwaysforteacherstofullyarousestudents’initiativeintheEnglishteachingandbuildharmoniousTSR,whichcreatesaharmoniousandcooperativeeducationalenvironment.

Ⅱ.FoundationanddefinitionofharmoniousTSR

A.FoundationofharmoniousTSR

Today,whileintheeducationforall-grounddevelopmentteaching,teachersnolongeraremerelytheknowledgesenders,butshouldbeguideswhocanaffectotherpeopleandinstructstudentstocomprehendtheirownlearning.Teachersnolongeraretheonlytextbooksinterpreters,butshouldbecollaboratorswhoexchangewithstudentscreativelybyusingteachingmaterialsandpreviousknowledge,teachersnolongeraretheartisanswhoonlyknowteaching,butshouldberesearcherswhohasscientificteachingconceptandputsitintopractice.Sukhomlinski,aneducationistfromSovietRussia,oncesaid,inadvicetoteachers,thatrealeducationliesininspiringstudentstoeducatethemselvesandteachersshouldn’ttreatstudentsaslifelessbottlesthirstingforknowledge;insteadteachersandstudentsshouldbuildlivelyinteraction.1Thatis,teachersnotonlyteachtheirstudentswhattheyarelearning,butalsoteachesthemhowtodoandhowtoimprovethemselves.DemocraticandharmoniousTSRcanbeof