College Students In The Besieged City: A Qualitative Study Of The Influence Of Teacher-Student Relationship On Students' Self-identity Change

This study selects six masters as subjects in order to think over how teacher-student relationship affect students’ self-identity. Qualitative research paradigm selected, the voice of subjects can be heard and the dilemma of constructing an ideal teacher-student relationship will be broken. Based on RUC Life Story Approach, the whole picture will be revealed. The main information collected is subjects’ teacher-student relationship in primary school, junior and senior middle school and university. The way of handling information sticks to three layer interaction principle. The three layer contains the information collected, the relative theory and researcher’s own understanding. The main subject matches with the other five subjects according to different topics in every chapter.This study can be divided into three parts. The first part is the introduction. The second part contains four chapters. In the first chapter, the relevant experience of two subjects reveals that the identity of a student will be lost and there is need to discuss self-identity. In the second chapter, the relevant experience of two subjects indicates that they harvest the identity of an excellent self-identity. In the third chapter, the relevant experience of two subjects reveals that they experience identity transforming.As for the main subject, she is ranging from a student with aureole to a student without aureole. In the fourth chapter, the relevant experience of three subjects indicates that they choose the right choice .There are three conclusions. Firstly, the definition of self-identity is consistently to seek their own identity, which contains sociality, sense of direction and meaning.Although it is a strange terminology, it does influence students’ choice. Secondly,the teacher-student relationship is very significant. As for teachers, there are many factors affecting the relationship, such as students’ respect, achievement, academic performance, family background, gift for teachers, class leaders or not and gender of students. As for students, teachers’ teaching level,academic achievement, appearance,charm of personality and teachers’ inspiring and denying words. Thirdly,teacher-student relationship really affects students’ self-identity. When this relationship is affected by outside factors, it will hinder students’ self-identity. By contrast, a democratic teacher-student relationship will promote students’ progress and then facilitate students’ self-identity.