The significance of interpersonal relationship in the teaching process lies in the formation of students' social concepts.
The process of human growth is a socialization process. The so-called socialization refers to the individual's understanding and experience of social essence, his recognition of social norms and codes of conduct, his understanding of individual rights and obligations, and his due attitude towards individuals, collectives and society. The formation of all these social concepts must be obtained through study and social interaction. For children and adolescents, the formation of major social concepts is obtained through interpersonal communication in school life. This is because the socialization of school education life is higher than that of family life linked by blood relationship, and it is carried out under conscious and organized conditions. As far as teaching is concerned, a society's political concepts, religious concepts and moral standards must be reflected in teaching purposes, educational ideas and teaching contents, and teachers' words and deeds and personality must also be permeated with social spirit. It is through the communication between teachers and students in the teaching process that students consciously or unconsciously learn some norms and codes of conduct, which are strengthened by teachers' positive or negative evaluation in the process of continuous attempts at success and failure, and finally internalized into students' social concepts and become their internal codes of conduct. Therefore, socialist education attaches great importance to the construction of campus culture, and requires teachers to be teachers, establish a democratic, equal, civilized and healthy relationship between teachers and students, and form a positive and energetic interpersonal culture atmosphere, so that students can be influenced and infected by personality invisibly, develop good personality and civilized behavior, and grow into individuals needed by social development.
Second, it is conducive to the cultivation of students' communicative competence.
People's social communicative competence, including verbal communicative competence and nonverbal communicative competence, is acquired through learning. The so-called language communication refers to the communication activities with language and symbols as tools. Compared with the daily language expression in the family and society, students want to express more complicated ideas in the teaching process, and the choice of vocabulary and words is more standardized, which has become an important way for students to learn to listen, speak and answer questions and cultivate better language expression ability. The so-called nonverbal communicative competence refers to the purpose of conveying information and expressing ideas through nonverbal forms such as pronunciation, intonation, gestures, eyes, posture, communication distance, personal appearance and even silence. Civilized and polite language will soften interpersonal communication, shorten interpersonal distance, deepen emotional harmony and enhance the effect of language communication. On the contrary, rude and vulgar verbal communication will make people feel disgusted, increase the distance between people, weaken the effect of verbal communication and make it counterproductive. Therefore, teachers should not only pay attention to language and nonverbal expression, but also provide students with good examples to imitate, and also pay attention to the cultivation of students' language and nonverbal expression ability and skills, thus forming students' healthy social communication quality and ability.
Third, it is conducive to the development of students' personality.
Personality is a psychological concept related to personality differences, and it is a general expression of people's psychological characteristics. It includes not only the general characteristics of people, but also their personality differences. Modern educational theory attaches great importance to the social function of education and emphasizes the intrinsic value of education, that is, to cultivate students' complete personality and promote their individualized development. Therefore, cultivating and developing students' personality is an important task of teaching. Therefore, teachers are required to trust, respect and love students, put themselves in the shoes of each student's situation and difficulties, sincerely help students, create a teaching situation that meets students' psychological needs, and attach importance to the cultivation and development of students' personality, so that students can gradually assimilate teachers' positions, viewpoints, methods and behavioral norms as social representatives into their own personality in a teaching environment full of love and respect, and form a healthy and complete personality.
Fourth, it is conducive to the cultivation of students' intelligence and creativity.
The level of students' intellectual development is related to non-intellectual factors such as emotion, motivation, interest, will and perseverance. Healthy teaching interpersonal relationship is a suitable soil for cultivating students' lofty ideals, learning motivation, healthy emotions and tenacious will. Teachers' enthusiasm and trust in students will make students' intelligence develop faster. On the contrary, indifference, indifference, distrust, lack of enthusiasm and no expectation for teaching interpersonal relationships will stifle students' intellectual development. It can be seen that interpersonal communication in the teaching process indirectly affects students' intellectual development through non-intellectual factors. The interpersonal relationship in the teaching process also directly affects the development of students' creativity. Democratic interpersonal relationship in teaching is most conducive to cultivating students' curiosity, relieving students' fear, encouraging students to boldly imagine and explore, and realizing diversification and personalization under the overall training goal.
Interpersonal relationship in the teaching process is an extremely important educational and teaching factor. It is an invisible education course, which plays an important role in cultivating students' social concept, forming social communication ability and healthy personality, and promoting the development of intelligence and creativity.
Characteristics of interpersonal relationship among college teachers. The interpersonal circle is narrow. At present, the interpersonal circle of some college teachers in China is narrow and often confined to their own professional fields. Those who engage in social sciences don't care about mathematics and physics, while those who teach natural sciences rarely set foot in humanities, which is relatively closed. To a certain extent, this limits teachers' horizons and hinders the expansion of their respective knowledge and the display of their innovative ability.
Second, the interpersonal relationship structure is loose and the cohesion is not strong. There is relatively little emotional communication among college teachers, and the interpersonal relationship structure is relatively loose. The main reasons are as follows: first, the nature of college teachers' work is different from other industries, and they don't need to attend classes. Except for meetings and political studies, most of the time I am personally led and work independently. Second, college teachers generally shoulder the burden of teaching and scientific research, not only to complete the prescribed workload, but also to make achievements in their respective scientific research fields, so most of them cherish time and forget to eat and sleep, neither wanting to waste other people's time nor being disturbed by others. In view of this, the interpersonal communication of most college teachers is basically limited to work and general social etiquette. Although this can also maintain the basic interpersonal relationship, it lacks strong emotional connection, weak interpersonal attraction and weak cohesion, which restricts the development of college teachers' personal ability, the improvement of their quality and the realization of the overall goal of teaching and scientific research in the school.