A Study On The Influence Ofteacher-student Relationship On English Learning Motivation In Middle School Under The Perspective Of Hidden Curriculm

The teacher-student relationship is the elementary and significant social relationship.A harmonious teacher-student relationship is the key factor for producing positive outcomes,which has been the topic analyzed and focused on by many educators.It has been confirmed by relevant studies and practices that language teaching is both a cognitive and emotional process.The harmonious teacher-student relationship is the premise and guarantee of realizing the teaching objectives.As a newborn research topic in the field of education,the hidden curriculum has attracted more and more English researchers.Analysing the teacher-student relationship from the vision of hidden curriculum indicates the emotional and social principles of language teaching.This thesis summarizes the relevant studies and theoretical basis of the teacher-student relationship and hidden curriculum,which selects the relationship between teacher-student relationship and learning motive to deploy the arguments.This study chooses 223 students from a junior middle school in Harbin as the interviewees and sends questionnaires to them.By relevant regression analysis of the variables,it finds the relationship between the teacher-student relationship and learning motive.This study adopts qualitative and quantitative methods and is aimed at answering the following questions:(1)Is there an association between teacher-student relationship and learning motive?(2)How teacher-student relationship affect the learning motive?(3)From the vision of hidden curriculum,what is the research conclusion of teaching?The study indicates that:The teacher-student relationship of this school is above the middle level,among which the dimension of average intimacy is the highest and there is no significant difference in the relationship and genders.In addition,the students' scores have little influence on the conflict and the attachment of the teacher-student relationship but have a great influence on the intimacy and avoidance of the teacher-student relationship.The teacher-student relationship of this school is on the middle level,among which the dimension of average intimacy is the highest and there is no significant difference in the relationship and genders.In addition,the students' scores have little influence on the conflict and the attachment of the teacher-student relationship but have a great influence on the intimacy and avoidance of the teacher-student relationship;in the perspective of learning motivation,the average scores of the deep motivation are the highest;gender has a great influence on students' achievement motivation while it has little effect on deep motivation and surface motivation;in the perspective of teacher-student relationship and learning motivation,the attached relationship and intimacy relationship could positively affect and promote the learning motivation;in addition,basing on the outcomes of the study and using hidden curriculum as a theoretical perspective,the author also gives specific practical strategies on how to effectively use the teacher-student relationship to stimulate learning motivation and construct harmonious teacher-student relationship.