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New Teacher-student Relationship and the Issue of Conversion of Underachievers
Author: ZhouWangQing
Tutor: DingFang
School: Suzhou University
Course: Education
Keywords: New teacher-student relationship Underachiever Transformation Affect
CLC: G456
Type: Master's thesis
Year: 2011
Downloads: 283
Quote: 0
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Abstract
With the deepening of reform , the continuous development of students' personality and prominent , the traditional teacher-student relationship is not suited to modern education and teaching . The underachiever among students led to the alienation of the most direct relationship between teachers fuse , causing the teacher-student relationship is the main reason for the alienation of the old mode of teacher-student relationship . Modern education , called for the establishment of democracy, equality , harmony and a new type of interaction between teachers and students . The new teacher-student relationship on the transformation of backward students have great influence. In this paper, a new teacher-student relationship to explore the use of underachievers into the importance and significance . In this paper, pedagogy , student management , and other related theories, through case analysis, literature research , analyzes the relationship between teachers and the teacher-student relationship status alienation causes, consequences and impact . This leads to the construction of a new relationship between teachers and their significance. Then from underachiever impact on the teacher-student relationship , elaborates the underachiever is causing the most direct relationship between teachers alienation fuse , summed up the old mode of teacher-student relationship teacher-student relationship is the root cause of alienation . In the last , and summarize the specific proposed a new teacher-student relationship underachiever transformation. Finally, the author of this article on the need for transformation of backward students , ways to make a bit of importance and significance of beneficial exploration and attempt.
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