摘要
和谐师生关系是一种较为民主的师生关系,通过班主任和学生之间的心灵沟通和思想交流,实现师生之间人格魅力的互相影响,实现师生双方的和谐发展,以取得较好的教育效果。在贯通培养项目基础教育阶段,能否成功地开展教育,师生关系是一个十分重要的影响因素。哈贝马斯的交往行为理论对和谐师生关系的建立具有一定的启示意义。本文分析了贯通培养项目基础教育阶段和谐师生关系构建的重要性,和谐师生关系的实现需要班主任和学生形成精神交往,通过交流进行互动,实现互相理解。具体交往方式有三种,即分享、对话和理解。在此基础上,提出构建"亦师亦友型师生关系模式"的基本要点。
Harmonious teacher-student relationship is democratic,it realize the mutual influence of teachers’ and students’ personality through communication and exchange between head teachers and students,and realize the harmonious development of both head teachers and students,to achieve better educational effect. The relationship between head teachers and students is a very important factor in the elementary education stage of 2+3+2 cultivation program. Based on Habermas’ theory of Communicative Action,which is significant for construction of harmonious teacher-student relationship,this paper analyses the importance of constructing a harmonious teacher-student relationship in the elementary education stage of 2+3+2 cultivation program. The realization of harmonious teacher-student relationship requires spiritual communication and interaction between head teachers and students in order to achieve mutual understanding. There are three ways of communication:sharing,talking and understanding. On this basis,the author brings forward the basic points of constructing an "as teacher-as friend" model.
出处
《北京财贸职业学院学报》
2019年第3期60-63,共4页
Journal of Beijing College of Finance and Commerce
关键词
贯通培养项目
基础教育阶段
师生关系
2+3+2 cultivation program
Elementary education stage
Teacher-student relationship
作者简介
何静(1981-),女,浙江杭州人,北京财贸职业学院讲师,硕士学位,主要研究方向:英语教学,教育管理.
