| Since the school has been set up, the relationship between teacher and student (short for RBTS hereafter) has become a hot issue that is interested by workers in education of theory and practice. Rounding argument about the RBTS, there have been two major different theory schools: "the teacher-centered theory" and "the children-centered theory". Although these two theories have raised some reasonable arguments, it is difficult to solve various errors and faults of the RBTS in practice, for their standpoints have distinctive one-sidedness. Based on the objective reality that autocratic or laissez-faire RBTS is common while the development of student's personality is depressed and distorted because of lacking of the democratic relationship between teacher and student (short for DRBTS hereafter). In education reality, this thesis takes the DRBTS and the development of student's personality as a point of contact. It attempts to form the DRBTS, prompt the student's good personality. After World War II particularly, with the development of educational democratization process, traditional RBTS is faced with a stern challenge and provides us with a chance to transform the traditional RBTS.The first part systematically analyses the historic and present situation of the research of the RBTS and main problems. Germany educationist in tradition education with J.F. Herbert being a representative argued that teachers played a key role in the course of teaching while student just followed passively, and student was the target modeled arbitrarily by teachers. The theory is called "the teacher -centered theory." American educationists with J. Dewey being a representative, in pragmatic education theory was against the "teacher-centered theory". They insisted that center of education should transfer from teacher to children. They also demandedthat all measures should serve children. This kind of theory is called "the children-centered theory " . Although "the teacher-centered theory", which emphasizes the function in teacher's submitting knowledge developing capacity etc, is reasonable, it exaggerates completely the teacher's authority. "The children-centered theory" puts emphasis on developing children's personality, but it extremely takes children as center in the course of teaching, requiring that everything serves children's interests, thus these two kinds of theories don't solve well the problem of the RBTS. In order to overcome their own one-sidedness, the school of existential education, the humanistic education and cooperation education all have made some active and beneficial explorations. The achievements from these explorations provide us with widely thinking space to research and explore the RBTS. After 1978, with further steps of emancipation of the mind and teaching reform, the problem of the RBTS has become a hot issue in education research in China. In that time, some representative and theoretic standpoints are as follows: (1)the theory of teacher-uniqueness, (2)the theory of student-uniqueness, (3)the theory of teacher/student-center, (4)the theory of compound body,(5)the theory of seeing teacher as leader and student as center. Though there is no consensus, these theories show their doubts and challenge the theory of traditional RBTS. Taking a brief look at the research of Chinese and foreign theories about the RBTS, we can see that they have made a lot of achievements, there exist many shortcomings. They are as follows: (1)a lot of theoretic research of the RBTS show its simplicity and one-sidedness. (1) the theocratic research of the RBTS doesn't take the development of student's personality into adequate consideration in practice. (3)the research based on the theory of the RBTS and democratic theory is -still rare, which makes various faults and errors constantly. E.g. ﹖he RBTS are undemocratic, teacher and student'spersonality are unequal, (2) in the course of Communication between teacher and students, there is lacking of feeling Communication. (3)in school education, the student's pe... |
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