On The Interaction Relationship Between Teachers And Paterfamilias

Since the birth of school, the relationship between teachers and paterfamilias has been a problem to which people pay much attention. The academicians home and abroad have made plenty of research on it. Existing studies mainly analyze this problem from general demand of the society and they are often limited to an ideal view. Social Iteractionism thinks , "people are always in the process of creating and transforming their living world" . The relationship between one another is the result of people' s creating and transforming their living world, e. g., the result of people' s interacting with each other. In this paper we use a qualitative investigation method called "participate in the spot" . Through qualitative description and analysis to some teachers and paterfamilias, we show that their interactions are generally characterized by asymmetry and affairs, and that isolation from each other, unilateral domination even mutual hostility are the actual relationship between them. Mainly from an aspect of humanity and communication, we point out that divergence of the roles positioning, unequal relationship between teachers and students, mutual dependence between paterfamilias and children; absence of participation, divergence of affirm the scene, diversity of personal characters in interaction etc. are the main reasons which lead to the current relationship between teachers and paterfamilias. Furthermore, we indicate that conversation in an "open" and "mutual identity" manner is an effective way to establish a harmonious relationship between teachers and paterfamilias.