A Study On The Family - Teacher Relationship Model In Ethnic Middle Schools

The National Secondary School is,at first,a middle school. Therefore, it has some common features with ordinary schools. However, due to such a difference that students here are mainly from ethnic minorities, who are influenced and edified by the national culture of their own,National Secondary School has a unique national character, which makes the national high school own its particularity. What is needed to general secondary schools is also essential to a national secondary school, while nationality is the personality of the latter; therefore, national secondary school is a middle school with an organic unity formed by the combination of common characteristics and nationality. Specialties of the Minority Middle School are reflected in many ways. In theory, the national secondary school should develop education activities and teaching designs basing on the students’ ethnic characteristics and requirements.The concept that teaching students in accordance of their aptitude should be implemented by educators to fulfill the individualized education among ethnic characteristics.Because of various historical and other reasons, teachers and educational resources of ethnic minority areas are not able to meet the requirements of talent cultivation that contributes to the development of ethnic areas.Mainland schools servicing for ethnic minority students not only embodies the fundamental principles to deal with national problems during the new period--ethnic equality, ethnic unity and common prosperity of all ethnic groups, but also functions as approaches and means to achieve the common prosperity of all ethnic groups.To both juvenile minority students who stay away from their hometown and parents to the mainland for education and the school, there is a real problem: how to get along.Rogers, an American psychologist, once said:"educational initiate does not depend on teachers’ teaching skills or his profound knowledge ...... but depends on certain attitude of the relationship between teachers and students".The teacher-student relationship in a national middle school is special. In a way, it is an emotional relationship. Among the students,although identified as classmates, with sibling-like emotions,they learn to help each other, learn from each other and respect each other in the aspect of living and study, creating a glorious environment for students’ sound development and happy life;teachers with family-like emotions guide each student to live and learn with virtues and strengths by means of affirmation, encouragement and praise, which can protect students’ curiosity, stimulate students’ learning motivation, encourage students’ creative thinking mode and improve students’ feeling of self-efficiency;let the students be full of optimism and hope to themselves and their life and experience happiness and the sense of value.To fill the vacancy of homeland and relatives, to create a warm and harmonious atmosphere for education and teacher-student relationship, national secondary school should play the role of the family, shoulder family responsibilities.Taking the concept of "family-style teacher-student relationship" as the guidance to practice family-style ethnic secondary education makes the national high school students receive such a national unity education that the fifty-six nationalities is a whole.It’s more important that such a relationship offers substaintial education:teaching students to manage to experience the value of life, master the skills of existence and comprehend the essence of livelihood.This thesis consists of four parts:Preface involves the study cause, the present research status, the significance and research methods. The present research status about relationship between teachers and students is presented bonding with the pre-existing teacher-student relationship modes, teacher-student relationship’s developing courses and the development and tendency about the relationship between teachers and students in recent years based on the literatures from database, which are used for reference to define the research angle of this paper.Chapter 1 mainly introduces the theory foundation and the concept of the family-style’s teacher-student relationship.The second chapter is about the family-style’s teacher-student relationship’s practical basis and its characteristics.The third chapter presents the family-style’s teacher-student relationship mode, describing its implementation principles, implementation methods and requirements for teachers in a more concrete way.