Narrative Research On The Trust Between Teachers And Students In The High School

The research selected a general senior high school named L in the city of Guilin, and the teachers and all the students from the class 1 grade 2 were the subjects. It adopted the"narrative inquiry"method in the"quality research", a vivid and detailed description of the many efforts made by Mr. G. to improve the trust between teachers and students. It focused on the process of rendering senior middle school teacher-student communication behavior of the impact on the trust between the teachers and students, making an in-depth analysis of the behavior changes to find out the factors which influence the trust between the teachers and students, and verifying the measures of improve the trust between the teachers and students in specific educational activities. During the analysis above, we can explore the positive impact on the teachers and students, by improving the trust between the teachers and students, even the whole class, this has a positive practical significance.In order to solve the problem of poor communication between the teachers and students, Mr. G. by held QQ networks exchanging to understand the students'real thinking, and actively expressed his confidence in the students, also his expectations for them. And then he carried out the weekly dairy and theme class meeting to increase the communication between teachers and students and deep the mutual understanding between teachers and students, narrowing their psychological distance.In class management, Mr. G. took the initiative to give students the absolute confidence, which was based on the development of students, he turned the class management to the students and asked the students to develop their own class rules, class cadre of democratic elections, and the class will be chaired alternately by the students and various extracurricular activities, and as an ordinary class active part in it. These measures had stimulated the enthusiasm and initiative of students, at the same time Mr. G. obtained the students'identity and respect, which gradually increased the trust between teachers and students.In the classroom, Mr. G. fully demonstrated his teaching qualities and charisma and optimizing the teaching process to attract students to take the initiative to acquire knowledge, so that the students have a real feeling of gratitude and respect. In the teacher-student interactions, he used non-discriminatory manner to express his positive expectations to the students, by giving them encouragement, caring and reasonable use of various means of communication to help students to solve problems and guiding the less advanced students to improve their own shortcomings. His efforts not only rose a strong response from the students, but also received a high degree of confidence from the students.After nearly a semester's efforts, the class formed a high level of confidence of the teacher-student relationship and establishes a positive, mutual respect, mutual trust, unity and fraternity class. The increasingly close interaction between teachers and students, classroom becoming active made the class form a good atmosphere of mutual help and encouragement in learning, thus the students'achievement increased gradually. Mr. G. summed up the experiences and lessons in educational practice through continuous learning and thinking, and gradually formed his own new educational philosophy.Finally, the rational analysis on the change of the trust between the teachers and students in this class in the paper showed that: 1, the teachers play a dominant position in the establishment of confidence-building process between the teachers and the students; 2, a good image of teachers helps to narrow the distance between the teachers and students; 3 , effective communication is the bridge to improve the trust between teachers and students; 4, teachers'personality charisma is a key factor in improving the trust between teachers and students; 5, walking towards the students'self-management is the inevitable result to improve the teacher-student trust.