A Study On The Status Quo Of Teacher-student Relationship In English Teaching In Junior Middle Schools

Teacher-student relationship generally refers to a dynamic psychological relation by the form of cognition,emotion and behavior between teachers and students.A harmonious teacher-student relationship can not only help the teachers to conduct their teaching activities smoothly and achieve learning objectives effectively but also have a great influence on students’ mental and physical development.Teacher-student relationship has been one of the hot issues in the educational field at home and abroad,and fruitful research results have been gained.However,in China,studies on the status quo of teacher-student relationship in English teaching in junior middle schools are comparatively inadequate.Therefore,it is hoped that this study will help English teachers to have a more comprehensive understanding of the current teacher-student relationship in English teaching in junior middle schools and provide English teachers with some references to solve the existing problems.The subjects of the study are 400 students and 50 teachers selected from two junior middle schools of Yantai and Tai’an.Through questionnaires and interviews,the author tried to discuss questions as follows: 1.What are the beliefs and satisfaction level of English teachers and students about the teacher-student relationship in English teaching in junior middle schools? 2.What is the status quo of teacher-student relationship in English teaching in junior middle schools,in terms of avoidance,conflict,intimacy and attachment? By analysis of the data,the main findings are as follows:Firstly,most of the teachers and students have positive beliefs about teacher-student relationship,but there are about ten percent of students who have negative beliefs about it.More than half of teachers and students are satisfied with the current teacher-student relationship,but there are still one fifth of the teachers and students who are not satisfied with it.The scoring rate of four types of teacher-student relationship from high to low is:(1)students’ questionnaire: intimacy(4.89),attachment(3.28),avoidance(2.88),and conflict(2.18).(2)teachers’ questionnaire:intimacy(4.56),attachment(3.9),avoidance(2.96),and conflict(2.86).The study found that the results of teachers’ questionnaire are basically consistent with students’ questionnaire.At present,the relationship between teachers and students is mainly intimacy and attachment relationship in English teaching in junior middle schools.However,the avoidance and conflict teacher-student relationship still accounts for a certain proportion in the current situation.Secondly,it can be seen that lots of the students have an intimacy relationship with English teachers because they can care about and respect each other.The attachment relationship between English teachers and students is not significant.More than half of the students cannot think of their English teachers at first when they have difficulties.Avoidance teacher-student relationship has an influence on English teaching.Some students never volunteer to answer questions in class and would not like to communicate with teachers after class.Because of the characteristics of students’ cognition and psychology in junior middle schools,it is easy to have a conflict relationship with their English teachers.The phenomenon of corporal punishment and satire in class still exists in English teaching in junior middle schools.Besides,about half of the English teachers prefer high-score achievers and some students even give nicknames for their English teachers in private.In order to make teacher-student relationship more helpful in English teaching,the author comes up with some suggestions on the establishment of more harmonious teacher-student relationship.