Abstract teacher-student relationship (teacher-student? Relationship) refers to a special interpersonal relationship formed and established between teachers and students through mutual influence and function in the same teaching process. Especially in primary and secondary schools, students' physical and mental development is rapid, and a good teacher-student relationship is conducive to the healthy growth of students. On the basis of previous studies, the author expounds the current research progress of teacher-student relationship in primary and secondary schools, and on this basis, puts forward the prospect of future research. ?

Paper Keywords teacher-student relationship; Development characteristics; School adaptation; Mental health; Subjective happiness?

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First, the psychological nature of the teacher-student relationship?

The relationship between teachers and students is the basic interpersonal relationship between teachers and students in schools. Its essence is the psychological relationship between teachers and students in the form of emotional, cognitive and behavioral communication, which reflects the psychological state of teachers and students seeking to meet their social needs. ?

In teaching activities, teachers are educators and students are educatees? It is an objective phenomenon, which puts teachers in a psychological position, students in a psychological position and there is a natural psychological distance between teachers and students. On the one hand, this psychological distance enables teachers to improve their talents and impart their knowledge to students through hard work; On the other hand, students should respect their teachers, consult with them modestly, and be influenced and taught by them. This psychological distance between teachers and students makes teachers and students constantly have psychological interaction. The closer the psychological distance between teachers and students is, the easier it is for them to be emotionally happy with each other, to be honest with each other, to talk about everything, to tolerate each other, to achieve mutual understanding, and then to grow together; The farther the psychological distance between teachers and students is, the easier it is for them to be hostile to each other and produce antagonistic emotions, which makes it difficult to carry out educational and teaching activities. ?

Second, the important role of teacher-student relationship?

Foreign studies show that a good teacher-student relationship is conducive to students' forming positive emotional experience, developing good personality and forming high social adaptability; Bad teacher-student relationship may make students form negative emotional experience, which is manifested as withdrawn, withdrawn, unsociable and aggressive behavior, alienating teachers and classmates, and affecting academic performance and mental health. Domestic research shows that the relationship between teachers and students directly affects the classroom communication between teachers and students, students' academic performance and teachers' mental health. The research of Dong Qi and Chen Chuansheng shows that the teacher-student relationship is highly related to the development of teenagers, even surpassing the parent-child relationship. ?

It can be seen that the role of teacher-student relationship in primary and secondary school students must be paid attention to. Especially in primary and secondary schools, students' physical and mental development is rapid. It is mainly manifested in the gradual development from childish to mature after adulthood, and its interpersonal relationship also shows certain uniqueness at different ages. As an important part of interpersonal relationship, the teacher-student relationship developed in the class environment has an important impact on the interpersonal communication, social adaptation and socialization of primary and secondary school students, and then affects students' academic performance and school education behavior. ?

Third, the study of the relationship between teachers and students in primary and secondary schools?

1.？ Structural measurement of teacher-student relationship?

Pianta? With what? Steinberg's research points out that the teacher-student relationship structure of lower grade pupils has three dimensions:? Conflict, intimacy and excessive dependence, and the relationship between students and teachers of different grades, races and status all show these three characteristics? . Wang Yun's research points out? Elementary school? 3~6? The teacher-student relationship of grade students has three dimensions:? Conflict, intimacy and reactivity, the relationship between teachers and students can be divided into three types, namely indifference, conflict and intimacy? . At present, these two questionnaires are widely used in the study of the relationship between teachers and students of primary school students. ?

Yao Haiji and Tang Dan (2005)? Based on the research on the characteristics of the teacher-student relationship of primary school students in Pianta and Wang Geng, a questionnaire on the teacher-student relationship of middle school students was compiled, and the structure and types of the teacher-student relationship of middle school students were investigated. The questionnaire survey shows that there are four dimensions in the teacher-student relationship structure of middle school students: conflict, attachment, intimacy and avoidance. The types of teacher-student relationship include conflict, intimacy and harmony, alienation and dullness. This questionnaire is aimed at middle school students' teacher-student relationship, which broadens the research ideas of teacher-student relationship to some extent. ?

Zhang Ye, Li Qiwei and Zhang Shanshan (2009) compiled a questionnaire on the teacher-student relationship of junior middle school students through in-depth interviews and theoretical analysis. Through factor analysis, it is concluded that the teacher-student relationship of junior high school students includes five factors: understanding, avoidance, intimacy, response and conflict. The results of cluster analysis show that the teacher-student relationship of junior high school students includes four types: contradiction, conflict avoidance, intimacy and harmony and plain adaptation. ?

The above research shows that the relationship between teachers and students has different dimensions, types and characteristics at different age stages of students, which is suitable for the psychological development characteristics of individual age stages. Therefore, researchers should pay attention to the pertinence of measurement when studying the relationship between teachers and students. ?

2.？ Research on the development characteristics and gender differences of teacher-student relationship?

Exploring the development characteristics of teacher-student relationship is the basis of the study of teacher-student relationship. Previous studies have discussed the characteristics of teacher-student relationship in different stages from different aspects. ?

Wang Yun and Wang Xiaohua (2002) used the Teacher Evaluation Scale to measure and analyze the characteristics of the relationship between teachers and students of primary school students. The results show that the grades of primary school students are significantly related to their teacher-student relationship. The fifth grade students show the characteristics of high intimacy, high reaction and high conflict, while the sixth grade students show the characteristics of low intimacy, low reaction and low conflict. There are significant differences between boys and girls in the intimacy and responsiveness of teacher-student relationship, and girls' teacher-student relationship is more positive than boys'. ?

Song Deru and Liu (2007) discussed the characteristics of teacher-student relationship in primary and secondary schools from three aspects: intimacy, initiative and cooperation. The results show that the intimacy, initiative and cooperation of teacher-student relationship generally show a downward trend with the increase of grade, and girls score higher than boys in the intimacy of teacher-student relationship; The intimacy, cooperation and initiative of the relationship between teachers and students develop unevenly, with the highest performance of cooperation, the lowest performance of initiative and the middle of intimacy. ?

Generally speaking, there are both gender differences and grade differences in the relationship between teachers and students in primary and secondary schools. In terms of gender differences, girls' intimacy, cooperation and initiative are significantly higher than boys'. This shows that girls are more inclined to communicate with teachers and maintain a good teacher-student relationship with teachers, which may be related to girls' strong communication tendency and sense of belonging, while boys are more inclined to be independent. In terms of grade differences, with the increase of grade, students' intimacy, initiative and cooperation are also decreasing, which may be related to the gradual enhancement of students' cognitive ability and self-awareness with the increase of grade. Research enlightenment: When dealing with the relationship between teachers and students, teachers should teach students in accordance with their aptitude according to their different characteristics. ?

3.？ A study on the relationship between teachers and students and school adaptation?

Teacher-student relationship is an important interpersonal relationship among middle school students, a source of academic and emotional support for students, and greatly affects students' school adaptation. In the past, the research on the relationship between teachers and students mainly examined the relationship from the perspective of teachers' perception, ignoring students' subjective feelings. Based on this, researchers began to pay attention to the relationship between school adaptation and teacher-student relationship, which is generally measured by school attitude, academic performance, social behavior and interpersonal adaptation. ? Ladd et al.' s research found that the school attitude (like or escape? Influenced by his school experience, The influence of peer relationship and teacher-student relationship. Liu and Wo Jianzhong (2005) take school liking and environmental adaptation as an example. The relationship between teacher-student relationship and students' school adaptability is also investigated, and it is found that teacher-student relationship is significantly related to the above three indicators. However, some studies have found that environmental variables (such as class environment) in schools? As a student? There is a high correlation between emotions. But the explanation rate of students' behavior is very low (below 10%? )? . Zou Hong, Qu Zhiyong and Ye Yuan (2007) took school attitude, academic behavior and social behavior (interpersonal relationship) as indicators to investigate the relationship between school adaptation and teacher-student relationship. The results show that the relationship between teachers and students can significantly predict students' school attitude, academic behavior and prosocial behavior. ?

Generally speaking, a good teacher-student relationship is conducive to students' liking for school, promoting the increase of students' prosocial behavior and making them have a positive attitude towards school; Only when students like school can they have interest and confidence in learning. Research enlightenment: It is necessary to improve the relationship between teachers and students, improve students' goodwill towards the school, and thus improve students' academic performance. ?

4.？ A study on the relationship between teachers and students and mental health?

From the perspective of ecosystem, the environmental factors that have the greatest impact on the mental health of adolescents are family and school. With the growth of individual age, the relationship between teachers and students plays an increasingly prominent role in the social relations of primary and secondary school students, which is an important factor affecting the adaptation of individual schools? . ?

Li Caina, Zou Hong and Yang Xiaoli (2005) regarded adolescent students' perception of teacher-student relationship as a predictor of their mental health, and investigated its influence on individual mental health. The research shows that there are significant differences in the mental health level of adolescents with different types of teacher-student relationship. Among them, intimate individuals have the best mental health, conflict individuals have the worst mental health, and general individuals are in between. ?

Yang Xuemei (2005) studied the loneliness of primary school students from the perspective of teacher-student relationship. The results show that the intimacy, support and conflict of teacher-student relationship are significantly related to loneliness. There are significant differences in cooperation, conflict and support between primary school students and teachers with different loneliness levels. Students with low loneliness are more willing to cooperate with teachers, have fewer conflicts and are willing to be close to teachers. Cooperation and closeness with teachers will bring them pleasant feelings and enhance their learning confidence, thus forming a virtuous circle. Research enlightenment: In the activity, the relationship between teachers and students has a wide influence on students' psychology and behavior, and it is one of the important factors that restrict students' psychology. Establishing close teacher-student relationship is beneficial to the healthy development of students' psychology. ?

5.？ A Study on the Relationship between Teachers and Students and Subjective Well-being?

Subjective well-being is an overall evaluation of the quality of life made by individuals according to their own standards, and it is an important psychological parameter reflecting the quality of life of individuals in a certain society. Research shows that good social relations can increase people's happiness, while bad social relations will reduce happiness. Teacher-student relationship is the most basic and common interpersonal relationship in school life of primary and secondary school students, and the quality of teacher-student relationship will also affect students' subjective well-being. Liu Yang (2009) discussed the relationship between teacher-student relationship and junior high school students' subjective well-being, and the results showed that the relationship between teacher-student relationship and junior high school students' subjective well-being was closely related. Junior high school students are in a special stage of physical and mental development. They need to be recognized, eager for independence and dependent at the same time. As an important figure in students' school life, the relationship between teachers and students directly affects students' subjective well-being. Research enlightenment: establishing a good teacher-student relationship is conducive to improving students' subjective well-being ?

6.？ Correlation between teacher-student relationship and academic performance?

Moos research shows that students' learning environment contains many factors. The relationship between teachers and students is the main factor in students' learning process. Some early research findings? The relationship between teachers and students plays a vital role in students' learning. The change of academic performance can be found in the relationship between teachers and students. How much do students like teachers and the sense of security they experience in the teacher-student relationship, and? The degree of trust and support can affect students' academic performance by enhancing their learning motivation. ? Wang Jianing and Yu Lu (2009) investigated the main social relationships of junior middle school students, such as parent-child relationship, peer relationship and teacher-student relationship, which have the greatest influence on academic performance. Zhang Ye and Li Qiwei (20 10) investigated the relationship between teachers and students, attribution style, achievement goals and academic performance of junior high school students. The results show that the relationship between teachers and students in high academic achievement group is significantly better than that in low academic achievement group, and it is closely related to teachers' emotions, which may be related to the higher level of students' achievement goal orientation in high academic achievement group, which is more acceptable and recognized by teachers. ?

Generally speaking, students' perceived good teacher-student relationship can promote them to pay more attention to their studies and show reasonable emotions and behaviors in classroom learning; On the contrary, the teacher-student relationship characterized by conflict often makes students lose interest in learning. Easily rejected by peers or dropped out of school. ?

Fourth, research prospects?

To sum up, the research on the relationship between teachers and students in primary and secondary schools has achieved certain results. The scope mainly involves the measurement, structural types and development characteristics of teacher-student relationship, as well as the relationship between teacher-student relationship and school adaptation, mental health and academic achievement. However, as the most basic, important, frequent and active interpersonal relationship in teaching activities, it needs further research. ?

First of all, the measurement of teacher-student relationship. In the past, most questionnaires evaluated the teacher-student relationship with teachers as the main body. At present, scholars gradually change their ideas and evaluate the relationship between teachers and students with students as the main body. However, there is often a problem that the evaluation results between teachers and students are too different, which may be because there are obvious differences in evaluation angles and attitudes between the two sides. On the one hand, teachers can understand and think more comprehensively and objectively, while students may be one-sided; On the other hand, teachers and students have different emphases in perceiving the relationship between teachers and students. Teachers pay attention to students' academic performance or classroom behavior, while students may pay more attention to their emotional connection with teachers. The author believes that in the study of teacher-student relationship, students' evaluation should be the main factor, teachers' evaluation should be supplemented, and interviews, questionnaires and various measurement methods should be combined. At the same time, the specific characteristics of teacher-student relationship are different at different stages, so future research should also pay attention to the pertinence of teacher-student relationship measurement questionnaire. ?

Secondly, the research methods of teacher-student relationship. In the past, most domestic studies used theoretical thinking methods from the perspectives of pedagogy, sociology and ethics. In recent ten years, some psychologists in China have begun to study the relationship between teachers and students from an empirical perspective. The research content mostly focuses on the composition and development characteristics of the teacher-student relationship, and gradually explores the influencing factors of the teacher-student relationship, mainly focusing on the factors of the learning process, and less involving the factors of students' own cognitive, emotional and social development. Therefore, the empirical study of teacher-student relationship should be further strengthened in the future, and the relationship between different psychological characteristics of teacher-student relationship should be discussed in depth. ?

Finally, although quality education is strongly advocated at present, exam-oriented education still exists in primary and secondary schools, and students' academic performance is often closely related to the relationship between teachers and students. Therefore, how to make teachers realize educational equity in teaching activities is also an important issue that should be discussed in the current study of teacher-student relationship. ?

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