Ideological History Of Teacher-Student Relationship In China In The Past 100 Years

Relationship between teacher and student is the most fundamental and central personal relationship during school education. The good or bad relationship will directly influence the accomplishment of educational activities, the quality of education and the development of teacher and student But up to now, people still have large disparity on the relationship between teacher and student. In educational practice, such relationship also face many problems to be solved, such as indifferent, undemocratic and unequal relationship. It is necessary to handle various realistic problems in such relationship, to know all kinds of theoretical problems related to it correctly, to sum up some experience and lessons used to handle the relationship in the history, to introspect the relationship thoughts between teacher and student in the past, and to summarize and analyze relationship thoughts between teacher and student in our country in the past one hundred years.The ideological history of the relationship between teacher and student in China in the past 100 years is very abundant, and up to now many problems involved still have strong reality and a lot of thought and standpoints concerning relationship between teacher and student deserve rethinking and referring to. But the academic circles hasn't yet carried on systematic and special sorting-out and research on it and hasn't summed up and introspected systematically the experience of and lessons from it during the development. With the blank in academic research, under position, standpoint and method of Marxism, and with relevance to various theories, this dissertation uses document analysis, theoretical research, interview, investigation, case study, etc, in six historical stages according to the circumstances of Chinese social, political, and cultural changes, and then sorts out and examines the overall history of the ideological history of teacher-student relationship in about one hundred years (from 1900 to 2007). The dissertation also summarizes experience, lessons, achievements and problems of this period of history in different stages. On the foundation, this dissertation puts forward the author's own theoretical ideas on the understanding of the teacher-student relationship and some basic measures to handle such relationship.Specifically speaking, the main questions that the dissertation will begin to study are as follows. What should be the criterion to evaluate the relationship between teacher and student? How did the ideological relationship between teacher and student develop during the past one hundred years? That is to say, what was its developing course? What are achievements, shortcomings, experience and lessons that research on the relationship thought in each historical stage have? What illuminations have the past research left for us today? What kind of relationship between teacher and student we should construct is scientific and reasonable? Through systemic and thorough research, this dissertation tries to realize a few main purposes as follows. It sorts out the developing history of ideology of the relationship between teacher and student for the past 100 years in order to help readers know the real history. It analyzes and sums up the achievements, shortcomings, experience and lessons in the history of one hundred years to help others as reference. It examines the relationship between teacher and student again, shapes more scientific understanding and constructs theories and methods to handle the teacher-student relationship to provide reference for theoretical research on the current situation and build up more harmonious relationship in educational practice.The dissertation is divided into nine parts as follows:Part I is an introduction, mainly elaborating the objectives, main contents and main problems to be solved, with purposes, significances, thoughts, methods and breakthroughs of the study.Part II, through simple summaries for traditional teacher-student relationship in China , shows that a great quantity of active factors existed in the relationship are the origin of the ideological history of teacher-student relationship in the past one hundred years, while some negative elements of which were the targets to be criticized and changed during the research process of relationship.Part III discusses the developing conditions of the thoughts on teacher-student relationship from the end of 19th centuries to the eve of May Fourth Movement, regards that autocratic "dignity of teaching" at this time crossed swords with democratic and equal thought and the influence of democratic and equal relationship expands rapidly.Part IV states the developing circumstances of the relationship thought from May Fourth Movement to the end of 40s, considers under the influence of western pragmatism educational thought at that time, democratic and equal relationship thought that "regarding students as the base, regarding students as the center" occupied the predominant position in the academic circles. Part V illustrates the seventeen-year-developing circumstances of the relationship thoughts from the beginning of 50s to the eve of "Cultural Revolution", and it insists that "regarding teaching as the dominant" democratic and equal relationship thoughts had been established tentatively in this stage and child-centered thought was criticized at this time. From this stage, relationship between teacher and student begins to be a special academic research topic.Part VI elaborates the circumstances that democratic and equal relationship thoughts during "Cultural Revolution", and it points out that at this time the atmosphere of honoring the teacher and respecting the teaching was all gone, relationship between teacher and student became the one between "bourgeois intellectuals" and "revolutionary students".Part VII states developing circumstances of relationship thoughts from the end of 70s to the mid 90s. In this stage, people began to carry on a big discussion about subject and object of relationship between teacher and student, and democratic and equal relationship thoughts was established again under the background of regarding learning as the subject body.Part VIII illustrates the developing circumstances of relationship thoughts from the mid 90s to the present (2007). It regards this period as one that democratic and equal relationship thoughts between teacher and student has been further developed and deepened. People break through the binary oppositional thinking model of relationship between "subject" and "object", put forward democratic and equal relationship thoughts between teacher and student, regardingboth as subjects.Combined with analysis for related interview data and typical cases, the dissertation systematically combs relationship thoughts between teacher and student for each stage above respectively and on the relationship thoughts between teacher and student in each historical stage, and it systematically summarizes conditions and characteristics of research, achievements and shortcomings, experience and lessons, and illuminations for us today.Part IX inspects the history of relationship thoughts between teacher and student in China in the parst 100 years. It sums up the developing characteristics of relationship thoughts : the problem of relationship between teacher and student gradually became a special academic research field from the by-products of educational academic discussion; relationship thought between teacher and student which influenced greatly by related thought abroad interweaves with the diligence of pursuing Chinese localization together; the development of relationship thoughts between teacher and student presents the track of rising in a spiral; relationship between teacher and student starts to be "people-oriented"; democratic and equal relationship thought between teacher and student becomes increasingly prominent. The dissertation also introspects some theoretical problems related to the relationship between teacher and student as follows: how to treat Chinese and foreign relationship thoughts between teacher and student from the ancient to the present day, the connection between time spirit and "teacher-pupil" relationship, the relationship among "teacher-dominant", "student-foundation" and "student-oriented", the connotation of "democratic and equal relationship between teacher and student" and how to evaluate "dignity of teaching" and so on.This part puts forward the theories of setting up harmonious relationship between teacher and student, which holds that harmonious relationship between teacher and student is from human nature's general characteristics, that is, to realize the unity between "student-foundation" and "teacher-dominant", to shape a kind of democratic, equal and emotion-melting relationship , to regard teacher and student both as subjects naturally, to combine teaching and learning the two factors and the two processes harmoniously in which teacher and student are all in an active and pleased manner in order to realize to promote the final purpose that both teacher and student should be perfected gradually. I It also states the reasons and basic measures of construct harmonious relationship between teacher and student.The breakthroughs of the study areas follows: to sort out the developing history of Chinese relationship thoughts between teacher and student in that period, to sum up and to evaluate the thought, experience and lessons of the Chinese relationship between teacher and student for 100 years systematically, to put forward five standards of examining or constructing "teacher-student" relationship in order to examine "teacher-student" relationship and construct theories of "teacher-student" relationship more scientifically and reasonably, to try to examine "teacher-student" relationship and related thought and to reconstruct theories of "teacher-student" relationship from new multi-angles of view, such as theory of human nature, harmonious theory, educational theory, to develop and to tidy up the historical data on the relationship between teacher and student in China in the past 100 years and so on.The study has significance for filling up academic research blanks on the history of teacher-student relationship thoughts in China in the past 100 years. This study will contribute to construct more scientific theory about such relationship so as to solve all kinds of realistic problems existed in the relationship. It is significant academically,, theoretically and practically.