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1.
师生关系是教育活动过程中最重要的人际关系,良好的师生关系是教育教学活动取得成功的重要保证.教师的生活旨趣、认知风格、情绪特点、意志特征、态度倾向等方面的性格特征与构造良好师生关系有着直接的影响.本文从构建良好的师生关系出发,探讨教师的性格对学生人格健康发展的影响和作用. 相似文献
2.
浅论教育信息化环境中新型师生关系的构建 总被引：3，自引：0，他引：3
随着现代教育信息技术的迅猛发展,教育过程中的师生关系也发生了前所未有的变化。本文通过分析教育信息化环境对传统师生关系的冲击,提出了信息化时代师生关系的特征以及建立良好的新型师生关系的策略。 相似文献
3.
融洽的师生关系是现代教育的关键环节,建构良好的师生关系不但是学校和老师的责任,也要求社会多方面的共同介入,师生关系决定着教学任务的顺利开展,主导着学校整体教育教学的发展方向。融洽的师生关系不单是教学任务的继续推进,也是学校心理教育的协作配合,只有驾驭了师生各自的心理活动特征,才可以外化为在行动上采纳准确的教育活动,激励融洽师生关系良性发展。 相似文献
4.
教与学是一种师生双边互动的行为。这种双边互动必须在一种良好的关系下进行。建立和谐社会、落实科学发展观都要求建立良好的师生关系;要实现党和国家的教育目标,就必须建立起良好的师生关系,只有建立起良好的师生关系才能教育教学活动顺利进行,只有建立起良好的师生关系才能提高教师和学生在校生活质量,只有建立起良好的师生关系才能有效地实施教育教学,才能提高学生的综合素质,所以建立起良好的师生关系是提高教育教学效果和质量的关键所在。 相似文献
5.
师生关系是影响课堂教学质量的重要因素。文章对良好师生关系进行了界说,分析了良好师生关系的教育意义,并讨论了建立良好师生关系的措施。 相似文献
6.
师生关系是大学校园人际关系中最基本、最重要的关系,学校的教育活动是师生双方共同参与和交往的活动,是在一定的师生关系维系下进行的.良好的师生关系是教育活动取得成功的必要保证.因此,大学师生关系的好坏越来越成为大学教育教学活动能否顺利开展,能否取得较好教学效果的重要因素.本文从记住学生的名字入手研究如何建立良好的师生关系,阐述记住学生的名字对建立良好师生关系的重要性,旨在促进教学工作良好的开展,为今后的教育教学工作提供一点参考. 相似文献
7.
周雅娟 《太原大学教育学院学报》2008,26(4)
师生关系是教学中的动力系统,它制约着教育的进程,影响着教育的成果。良好的师生关系有利于提高教育教学效果,实现教育教学目的。但目前师生关系中存在的一些问题,削弱了教育的活力,妨碍了新课改的全面推进与深化。因此,文章对当前影响师生关系的主要因素进行了分析,为建立起良好的师生关系提供现实依据。 相似文献
8.
和谐的师生关系是教育工作的前提、基础、源泉,没有良好的师生关系,就没有成功的教育。有了良好的师生关系,才能使学生亲其师、信其道。因此,新时期的和谐师生关系构建,就显得十分重要。 相似文献
9.
史成明 《上海师范大学学报(哲学社会科学版)》2001,30(12):42-45
情意语教育是语教育园地的一个新的理念，其间的师生关系也自然为人所注目。从师生关系的功用入手，论述了情意语教育中教师情意品质的重要性及其内涵，探索了情意语教育中学生的权利，并对师生关系的特质进行研究，归纳出四个特征：人道性、民主性、合作性和教育性；给语教师如何改善和建立良好的师生关系提供了一些有益的策略。其意旨是通过良好的师生关系的建立，提升人，完善人，发展人，达到师生的共同成长。 相似文献
10.
周雅娟 《太原教育学院学报》2008,(4):16-18
师生关系是教学中的动力系统,它制约着教育的进程,影响着教育的成果。良好的师生关系有利于提高教育教学效果,实现教育教学目的。但目前师生关系中存在的一些问题,削弱了教育的活力,妨碍了新课改的全面推进与深化。因此,文章对当前影响师生关系的主要因素进行了分析,为建立起良好的师生关系提供现实依据。 相似文献
11.
李海涛 《绵阳师范学院学报》2003,22(1):76-80
正确对待师生关系，是保证教学质量的关键，也是长期困扰学校教育改革的难题。伴随基础教育课程改革实验而推出的“交往论”，深刻地揭示了师生关系的内在本质，正确地反映了师生交往的客观规律，值得肯定和推崇。作为新的教学观念，“交往论”还需要逐步完善。 相似文献
12.
Hughes JN 《The Elementary school journal》2011,112(1):38-60
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. 相似文献
13.
生态系统发展观认为在教育生态系统中,教师和学生是教学活动的主体,他们互为对方的外部环境,双方是相互依存、彼此影响的,要达到师生的均衡发展就必须改变以教师为中心的传统师生关系,建立民主平等、和谐信任、以学生为中心、有情感交流的新型师生关系,这种新型的关系能为师生双方提供和谐融洽的氛围,促进身心良好的发展。 相似文献
14.
We studied the development of teacher–student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher–student relationships, using the Questionnaire on Teacher Interaction. Teachers' job satisfaction appeared positively related to the self-reported quality of the teacher–student relationships. Positive retrospective teacher perceptions did not always coincide with positive student perceptions. It appeared that teachers may have positive job satisfaction despite, in the eyes of the students, a poor teacher–student relationship. 相似文献
15.
教师与学生是教学活动中最具生命性的个体,教师角色的定位对师生关系的维系和教学秩序的稳定有重要作用。然而,现实中单一、片面、静态的教师角色常导致师生关系僵硬,影响学生发展。对此,在生命化教育理念的指导下,本文通过厘定生命化教师角色的内涵,对其进行了多维度重构,认为教师应成为学生生命的守护者、学习的引导者以及人生发展的影响者。 相似文献
16.
《Teaching and Teacher Education》1994,10(4):381-394
Teacher efficacy, the extent to which teachers believe they will be able to perform the actions that promote learning, is a key variable predicting teacher practice and student outcomes. Few studies of the stability of professional efficacy have been conducted. This inquiry measured teacher efficacy on three occasions during an 8 month inservice. The study found that it was use of inservice knowledge, not exposure to it, that contributed to changes in teacher efficacy and that it was general, not personal teaching efficacy that changed. Interactions among participants persuaded teachers that it was possible for cooperative learning techniques to reach students disadvantaged by home conditions (general teaching efficacy). Any increment in personal confidence (personal teaching efficacy) that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers. Teacher changes were related to student outcomes, although not in the expected direction. 相似文献
17.
In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research participants from selected teacher education institutions and schools in South Africa on the potential of teaching schools to enable student teacher learning for the teaching profession. The key findings are that teaching schools can potentially make a distinctive contribution towards enabling student teacher learning for the teaching profession through student teachers experiencing good teaching in a model environment and through coordinating experiences in coursework and at the school. The discussion of the findings points to the distinctive potentialities of teaching schools for strengthening teacher education. The notion of hybridity and third space is invoked as a heuristic to shed light on the developing of a true collaborative relationship between the teacher education institution and the teaching school for enabling student teacher learning for the teaching profession. 相似文献
18.
《International Journal of Educational Research》2005,43(1-2):55-71
This contribution explores the relation of teacher experience with features of teacher–student relationships. Cross-sectional and longitudinal data were used to investigate this relation. The cross-sectional data set consisted of data on teacher–student relationships of over 6000 teachers with 1–36 years of experience. Teacher experience was compared with the amount of teacher influence and proximity in the relationship. The longitudinal data set included data on perceptions of teacher–student relationships of 343 teachers, that were collected each year during 2–20 years of these teachers’ career. Growth trajectories in these relationships were estimated for the first 20 years of the teaching career using multi-level analyses.Results showed that, on average, teachers’ ideal perceptions of influence and proximity were rather stable during the career. Teachers’ self-perceptions and students’ perceptions of proximity in the teacher–student relationship were rather stable as well. Students’ and teachers’ perceptions of teacher influence on average grew in the first 6 years of the teaching career. 相似文献
19.
Daniel B. Hajovsky Kari A. Oyen Steven R. Chesnut Susan J. Curtin 《Psychology in the schools》2020,57(1):111-134
The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self-efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self-efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self-efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math. 相似文献
20.
教师专业发展是21世纪国际教师教育改革实践创新的大趋势。教师专业发展离不开教师的实践活动,教育活动在本质上是一种教师与学生之间特殊的交往实践,是教师和学生双方互动的过程。教师的实践性知识、教学能力、教学机智、教育观念以及职业认同感和幸福感均来自于教师自身的教育实践。教师可以通过交往性实践和反思性实践来实现自身的专业发展。 相似文献