Educational Ethnographic Research On The Influence Of Teacher-student Conflicts In Vocational High Schools On Bilateral Relations

There is no difference between secondary vocational education and general education,but because of social concepts,secondary vocational education itself and many other reasons,secondary vocational education is not generally recognized.In the remote areas of western China,most secondary vocational students have to enter vocational schools for their failing to win in the competition for further studies.Therefore,there are great differences in the structure of students' source between secondary vocational schools and ordinary secondary schools.The frequent conflicts between teachers and students in secondary vocational schools show many problems in the teacher-student relationship.The conflict is like a mirror.It not only reflects the problems in the relationship between teachers and students,but also reflects the problems of both teachers and students.Furthermore,It also reflects the problems in vocational schools and the whole vocational education.Therefore,this study focuses on conflicting events between teachers and students.And it uses the research methods of educational ethnography and field observation to research the impact that the conflict have on the relationshiop between teachers and students.And it restores the whole process by line-drawing technique to show the reality of the teacher-student relationship,the occupational situations of teachers,and the living conditions of students in vocational schools.It also aims to show realistic situation of running secondary vocational schools.According to the field investigations,it finds that the conflicts between teachers and students in secondary vocational schools are universal,and the impact that the conflict have on the relationshiop between them is a continuous changing process.The direction of their relationship after the conflicts have relationship with their response and the previous relationshiop.At the same time,the intense conflicts are not as terrible as we can imagine.But the long-term,implicit conflicts have destructive impact on the teacher-student relationship.Finally,no matter what kind of intense conflict,no matter what they choose to do after the conflict,no matter how their relationship will be,the conflict will finally come to an end.And the their lives will eventually return to normal.Whether the conflicts become the nutrient of their growth or the scars,they surly enrich the lives of teachers and students.And the study also finds that teacher-student conflict is not based on evil but caused by inadequate communication and misunderstanding.The responsibility thatstudents should bear in the teacher-student relationship is difficult to stipulate.So this responsibility fall on the teachers who are relatively fully socialized.And it also embodies the teachers' professionalism.Students are good in nature,so they have the needs and abilities to improve themselves.Teachers have the responsibility to help students to improve themselves continuely and achieve socialization.So that they can automatically assume the responsibility as learners.Therefore,in the teacher-student relationship,teachers should maintain sufficient rationality and develop students' rationality actively at the same time.In order to achieve better teacher-student relationships,the teachers should try to connect the students' internal drive for goodness with teachers' professional responsibilities by rationality.