Research On The Development Of Teacher-student Relationship In The Perspective Of Ecology Of Education

While China's postgraduate education has made great progress,discordant factors such as impetuosity,utilitarianism,lack of emotions,and tension in relationships have also been reflected in the relationship between postgraduate teachers and students from time to time,which has various adverse effects on the healthy development of postgraduate education.From the perspective of educational ecology,this thesis studies the development of the relationship between full-time postgraduate teachers and students in order to build and improve the ecological quality of the relationship between tutors and postgraduate teachers and students,and promote the healthy development of postgraduate education.The thesis is divided into the following sections:The introduction consists of questions,research purpose and significance,ideas and methods,theoretical basis,literature review,and definition of core concepts.It explains the reasons for choosing the topic,the research direction,the existing literature,research methods,and the structure of the paper.It provides the necessary basis for this research.The first part of the text is a diagnosis of the development of full-time graduate student-teacher relations.This section uses 1054 questionnaire surveys and 25 target interviews(including 19 graduate students and 5 mentors)as samples to analyze the satisfaction,relationship type,communication,academic guidance and project participation situation,funding situation,and influencing factors.The research conclusions show that: First,the overall satisfaction of the full-time graduate student-teacher relationship is 3.53 points(a total of 5points).Most of the teacher-student relationships have developed well,and there is not much difference between the dimensions,including academic guidance satisfaction and daily communication.Satisfaction and financial assistance satisfaction scores are ranked in the top three,and there are certain differences in gender,grade,school,and subject category;second,the survey proportion of teacher-student relationship types is from ordinary to teacher-student,Boss-employee type,pure academic cooperation research type,equal friend type,parent-child type;most graduate students think that the teacher-student communication is in line with expectations and the tutor treats the students more enthusiastically,and can almost achieve no discrimination.Most graduate students prefer the tutor In addition to academic concerns,more attention is paid to employment and internship,psycho-emotional,economic and other aspects.Fourth,most tutors use the method of project participation and academic seminars for academic guidance.This method has been recognized by most graduate students,but there are graduate students.When more than half of the graduate students encounter this problem,they will actively discuss with the tutor to reach a consensus.Fifth,most postgraduates believe that the tutor will grant subsidies based on the relevant system or degree of contribution of the project.More than half of the graduate students think that the level of subsidies given by the tutor is fair,but most graduate students do not give ideal subsidies when they encounter the tutor.I feel habitually calm or helpless when I have problems.Sixth,factors such as the effectiveness of mentor guidance,the ethics of the mentor,the communication between teachers and students,and the amount of instruction time,respect,system and mechanism,academic achievement,and goal determination The main influencing factors of the relationship.The second part of the text analyzes the development of graduate-teacher relationship.This part of the current lack of real and valuable dialogue,utilitarian values and instrumentalism in the development of full-time graduate teacher-student relations has led to the deterioration of teacher-student relations,the duality between the "superior" of the tutor and the "heart-thinking" of the students.The main issues,"academic achievements first" led to ecological tension in college education,lack of professionalism of academic guidance activities and other issues.At the same time,it analyzes the complex ecological situations such as dilemmas,marginal effects,and catastrophic events that graduate students face in the development of teachers-student relationships.From this,the helplessness of teachers and students in guidance,time,system,and fitness can be analyzed.There are marginal negative effects in the development of the relationship,and even more,it can cause catastrophic events such as changing tutors and dropping out of school.The third part of the text,the ecological construction of the full-time graduate student-teacher relationship.This section discusses the teacher-student relationship in an ideal ecology.It should have the five elements of tolerance,loyalty,understanding,dialogue,and common experience.Based on the perspective of educational ecology,analyze graduate teachers from the perspective of vitality-dullness,balance-imbalance.The four elements of the development of the relationship between form the EB(Exuberant-Balanced),EU(Exuberant-Unbalanced),BD(Balanced-Depressing)and DU(Depressing-Unbalanced).The best promotion strategies,imbalance prevention strategies,vitality strategies,and necessary adjustment strategies are proposed.In general,full-time graduate teachers and students in the ideal ecology The relationship should pursue balance and sustainability,active dialogue,co-evolution,co-prosperity,and sympathy.We must truly exert ecological wisdom,maintainthe ecological sustainability of the teacher-student relationship,and achieve a virtuous ecological succession of ourselves.The constant coordinated development under the change will eventually form a world of harmonious symbiosis between teachers and students and a spiritual world of understanding and tolerance.