Research On The Positive Effects Of Teacher-Student Communication On Class Tutors’Autonomous Development

Teacher-student communication refers to the exchange of ideas based on equality and cooperation between the teacher and students through the mediation of languages. It is one of the most important issues in educational research. Compared with the previous researches, this dissertation aims to make some new explorations in the following two aspects. Firstly, the research perspective is transformed. The previous researches focus mainly on the ideal teacher-student relationship from the perspective of student development. This dissertation discusses the mechanism of how the teacher-student communication improves the teacher’s performance from the perspective of class tutor’s development. Secondly, the study view is broadened. Most of previous researches are theoretic analysis. This dissertation tries to research in the context of the teacher-student communication in the educational practice of schools. In this way, the author concludes systematically the mechanism of how the teacher-student communication promotes class tutor’s development.In the process of society transformation in China with the characteristic of acceleration of information spreading and updating as well as collision of diverse values, the research here is of great significance. On one hand, teacher-student communication confronts new challenges because of the culture gap between the teacher and students. The study can provide a framework for class tutors to think about it. On the other hand, the author tries to demonstrate that the class tutors can utilize the teacher-student communication as the motivation and resources for their development, realizing the real automatic development.With those goals in mind, the author analyzes the background and the relevant cultural and educational theories, and discusses the issue as follows. The first part analyzes the current situation of class tutor’s automatic development with the data obtained through some questionnaires. Based on the analysis, the author demonstrates the possibility to utilize the teacher-student communication to promote the class tutors’automatic development. The second part mainly introduces the process of that promotion on the basis of a series of cases. The third part is the central part of the dissertation because it tries to analyze the mechanism of the promotion, including the conditions, process and the results of the effect. The last part is to conclude the suggestions to the school’s management and the class tutors to realize the automatic development.