Review And Refactoring: The Study Of Teacher-student Relationship Under The Perspective Of Spatial Metaphors

The teacher-student relationship is the basic relationship in education, a good relationship is the basic guarantee for effective teaching. But in the theoretical research and teaching practice, the teacher-student relationship has been wandered in teachercentered pedagogy or student-centered pedagogy. With the deepening of cross disciplinary research, studying the teacher-student relationship from different perspectives has become a new trend in current education research.In recent years, social science research has been in a spatial turn. However, it is mainly focused on the city, the community, the school and other fields. And it is rarely related to the teacher-student relationship. In space contact, teachers and students develop teaching relationship, organizational relationships, interpersonal relationship and emotional relationship. Space is one of the ways in which the teachers and students are existing. Therefore, interpreting the teacher-student relationship from the perspective of spatial metaphor not only enrich the research content of educational theory, but also provide new ideas for the study. Space theory is the most important theory in this paper, and the author hopes to make a detailed understanding of space. Then, the author will examine, reflect and reconstruct the teacher-student relationship from the perspective of space metaphor, in order to promote space justice.This paper is divided into four parts:First of all, from a new perspective to study teacher-student relationship, we must find out the way of teacher-student relationship existence, the special meaning and the value. The author believes that the teacher-student relationship is described in physical education teaching space, disciplinary space and rebellious space. The teacher-student relationship under spatial metaphor is overall, space constructed and individual initiative. In the study of teacher-student relationship, space has been a metaphorical approach which can help us review and refactoring the teacher-student relationship.Secondly, I review the teacher-centered pedagogy and student-centered pedagogy from the physical education teaching space, disciplinary space and rebellious space. This is a typical center-margin metaphor which is characterized by exclusivity, isolation, fixation, distance and motility. In center-margin metaphor, teachers and students are competing for resources and power in order to pursue the central position. The centermargin metaphor will lead to the separation of teachers and students and produce unequal relationship inevitably.Thirdly, I have a deep reflection on the reasons why the teacher-student relationship is wandering in the center-margin metaphor. From the human geography, this is because people pursue the sense of stability and security from "place", as well as the sense of mobility and freedom from the "space"; From a philosophical perspective, this is a kind of object thinking mode which is characterized by stillness, unilateralism and absoluteness and encouraging teachers and students to struggle and control with each other.Finally, I reconstruct the teacher-student relationship with the dance metaphor. Space is a basic human right, so the space justice is the value orientation of teacherstudent relationship, and the teachers and students should follow the principle of equality and freedom and the principle of differential compensation in the process of communication. At the same time, dance metaphor characterized by space sharing, space integrity, space mobility, space communication and space transcendence is expected to promote teacher-student mutual coexistence, boundary softening, comfortable living, interactive living and grow together.