A Study On Teacher-student And Peer Relationships Of Migrant Children

The nation had thought much of migrant children's compulsory education and mental health education. More and more migrant children enter the council school, and their peer and teacher-student relationships play an important role in their growth. But at present time, few researchers had paid attention to this field. In this thesis, the writer uses migrant children in Suzhou No.12 Middle School and Yingdu School as research object, in order to find out the differences between them. Then, two classes in Suzhou No.12 Middle School are chosen as experimental group and control group. The writer designs and implements a series of activities, which can develop migrant children's peer and teacher-student relationships, in order to find the pertinent interventional approach.Conclusions of the paper are the following:(1) The teacher-student relationship and interaction anxiety level are different between migrant children in council school and those in migrant children school. But there is no difference between migrant children and local children in the council school. This implies that it is not the status but the learning environment deciding the peer and teacher-student relationship of students.(2) The teacher-student relationship level of migrant children in council school is much higher than that in migrant children school, and the interaction anxiety level of the former is much lower than that of the later, but the peer relationship level of them is not different. There is no difference between migrant children and local children in the council school. These imply that the learning environment of council school is much better than migrant children school.(3) The intervention has greatly improved the peer relationship level of experimental group students. On the teacher-student aspect, the perception of teacher's expectation has been greatly improved, but the teacher care and teacher trust level haven't been changed. These imply that the intervention is effective to the peer relationship but not to the teacher-student relationship.