Paper Keywords: communicative teaching classroom teaching teacher-student relationship

Communicative teaching theory was first put forward by K. Schaller and K.H. schaffer of the Federal Republic of Germany in 1970s, and its argument is based on correctly handling the relationship between teachers and students in teaching. In order to implement communicative teaching in China's classroom teaching system, it is necessary to re-establish the model of teacher-student relationship. This paper proposes to establish an equal and harmonious relationship between teachers and students in classroom communication. This kind of teacher-student relationship should permeate educational emotion and humanistic care; Teachers and students achieve the purpose of education and teaching, mutual benefit and mutual learning in the interaction of psychology and behavior.

Communication is the communication, cognition and interaction between people through words and actions. Emphasizing communication in teaching has long been recognized by many people of insight. Marxist theory holds that social communication is the way of human society. A person's development depends on the development of other people he contacts directly and indirectly? 1. Classroom teaching is a special communication time and space of the school, and interpersonal communication between teachers and students runs through the whole teaching process. Therefore, Freud's psychoanalysis theory and Piaget's cognitive development stage theory emphasize the decisive role of communication between students and teachers, while humanistic psychology and contemporary psychologists emphasize that communication between students' peers has an important impact on students' development. Russian scholar Ji Yaqinko pointed out more clearly? Teaching is a special variant of communication? ,? Teaching is the communication between those who have knowledge and experience and those who have acquired these knowledge and experience? . ② Professor Ye Lan proposed:? From the morphological point of view, we think that education originated from human communication activities. ? ③ In 1970s, K. Schaller and K. H. schaffer of the Federal Republic of Germany first put forward the systematic theory of communicative teaching. Communicative teaching thought regards teaching as the communicative relationship between teachers and students through curriculum intermediary. Is the teaching process a communicative process? Based on ideology, it emphasizes the dynamic information exchange between teachers and students and between students in the classroom, realizes the interaction between teachers and students, and then promotes teaching and learning.

First, the relationship between teachers and students in communicative teaching theory

As a dynamic teaching theory and strategy, communicative teaching theory has brought great impact on the model of teacher-student relationship in traditional classroom teaching in China. In traditional classroom teaching, although inspiration, guidance and discussion are also emphasized and advocated, the teaching mode belongs to indoctrination to a great extent, and classroom teaching is regarded as a simple process of giving and receiving. In this teaching mode, the status of teachers and students is unequal. Teachers are the dominant, knowledge and academic authority, leading the classroom; Students are considered to be ruled and obeyed, and teachers have absolute power to control students' learning time and space, and even control students' thoughts and behaviors. As a result, students regard learning as a whole acceptance process without critical thinking, lacking time and space to acquire knowledge independently, and learning lacks independent exploration and innovation. In the current classroom teaching in China, there is also a phenomenon that teaching is equated with imparting knowledge and classroom management is regarded as control. Especially when the teacher-student relationship becomes the relationship between the ruler and the ruled. This deep-rooted relationship between ruling and being ruled is due to the advantages of one party in age, knowledge and supreme authority, and the low status and obedience of the other party? (4) Chinese traditional teaching theory regards subjectivity and objectivity in the process of teaching cognition as that teachers are the subject and students are the object? Theme? Object? Structural pattern. Communicative teaching theory holds that teachers and students are two active subjects in teaching, and teachers and students are two-way cognition and interaction. While teachers play a leading role, students actively accept the influence of education, which has a dynamic subjective response. What is the teacher-student relationship? Dominant discipline? Passive subject? Mode. This model reveals that classroom teaching is an interactive process between teachers and students, which overcomes the so-called "? Teacher-centered theory? Or? Student-centered theory? One-sided mistake. Teachers and students in this communication structure are all people with independent personality values. Classroom teaching should be a process of free, democratic and equal dialogue, and teachers and students form a harmonious, democratic and equal communication relationship in the classroom.

Second, the characteristics of teacher-student relationship under communicative teaching theory

(A) the status and role of equality and inequality.

The relationship between teachers and students is the relationship between educators and educatees. Teachers shoulder the responsibility of educating students, and students need the guidance of teachers to develop. Teachers and students have different rights and obligations, but they are equal in personality. Because? Human dignity transcends the levels of age, knowledge, ability and experience, and it only depends on human inner nature? . ⑤ The equality of teacher-student relationship requires teachers to recognize students' value as human beings, treat students equally, treat students differently, do everything possible to arouse their enthusiasm and initiative, and create conditions for students to play their main role in learning, instead of ignoring students' needs and interests and treating students as containers of knowledge.

The objective existence of differences determines that in the specific communication process between teachers and students, in a specific time, space and event, one party will always occupy the main position, thus making the communication show the factual inequality. In order to make up for this defect, communicative teaching theory puts forward a kind of? Complementary forms of interaction? . Dole, a postmodern curriculum theorist? A leader in equality? Define the role of teachers. In fact, teachers play a leading role in teaching because of their own conditions and social responsibilities. Due to the limitation of knowledge and ability, students play an active learning role in the teaching process. The two sides communicate with each other through teaching materials, and finally achieve the goal of promoting students' development. It is in this state of difference that teachers and students pursue an ideal state of equality. In fact, it is precisely because of this difference and difference that the purpose of teaching exchange can be realized more smoothly.

(B) psychological integration is a necessary condition to achieve a good relationship between teachers and students.

In communicative teaching, the new teacher-student relationship should be permeated with educational emotion and humanistic care. Emotion is the most direct factor that restricts the formation of morality and personality, and has a direct guiding role in behavior. Emotion comes from people's attitude towards things, and classroom-style educational emotion can come from the atmosphere of the environment, and more importantly, from the influence of others. Without realistic interpersonal communication to gain experience, students' emotional space must be narrow. In communicative teaching, teachers should participate in teaching activities as participants, infect and influence students with rich emotions and noble personality, show their feelings of love, understanding, concern, sympathy and help to students with their own words and deeds and attitudes, and truly establish a student-oriented thought. At the same time, under this influence, teachers get understanding and consideration from students' diverse emotional expressions, and produce emotional experiences in mutual communication and integration. On the other hand, in communicative teaching, teachers should take people as the starting point and destination, that is, through the educational process of knowledge transfer and environmental edification, the outstanding cultural achievements of human beings will be internalized into the cultivation of students' personality and temperament, which will become the relatively stable internal quality of students. Students' cognition, questioning, acceptance and transformation of knowledge and classroom information is not a one-way knowledge input process, but an equal two-way spiritual exchange with teachers. Through understanding and dialogue, they can gain mutual verification, correction and reinforcement of life experience and life wisdom. This kind of communication is permeated with humanistic care, which truly establishes the humanistic significance and position of students in human value and dignity.