A Study On The Influence Of Teacher-student Relationship On Student Engagement In Middle-school Chinese Teaching

Student engagement reflects students' cognitive,emotional and behavioral engagement in learning activities,which is an important indicator to measure the quality of students' learning process.It is also an important factor to affect the effect of teaching practice.Teacher-student relationship is basic and the most important relationship in teaching.Furthermore,it runs through the whole process of education and teaching,which is bound to have an influence on students' learning process.This study is based on the perspective of the Chinese language to investigate the teacher-student relationship and students' engagement,and to analyze and discuss the influence of teacher-student relationship on students' engagement in middle school Chinese teaching.This study explored character and relationship between the teacher-student relationship and students' engagement,with the methods of literature and survey,which took 1559 junior middle school students in Xin Zhou area as the research subjects.The main conclusions in the paper are as follows:1.There were three types of relationships between junior high school students and Chinese teachers: close type,common type and conflict type.The common type occupied the largest proportion in the three types of teacher-student relationships,followed by close type and conflict type.There are significant gender differences in the relationship between teachers and students.The relationship between female students and Chinese teachers was obviously better than that of male students and Chinese teachers.Also,there are significant grade differences in the relationship between teachers and students,The higher the grade was,the worse the relationship between teachers and students has.2.Junior high school students participation in the Chinese teaching is in a positive state.The degree of students' emotional and behavior engagement is higher,while the level of deep cognition is lower.In junior high school Chinese teaching,there are significant differences in gender,and the participation of girls is higher than that of boys.There are significant differences in grade.The degree of students' engagement is decreasing with the increase of the grade.3.The three dimensions of teacher-student relationship are positively correlated withstudents' positive affective engagement,behavioral engagement,and deep cognitive engagement.The three dimensions of teacher-student relationship were a significant negative correlation between students' negative affective engagement and shallow cognitive engagement;The dimension of conflict between teachers and students is significantly negatively correlated with positive affective engagement,behavioral engagement and deep cognitive engagement.Also,it was significantly positively correlated with students' negative affective engagement and shallow cognitive engagement.Teacher-student relationship was a strong predictor of student engagement.The students that have close teacher-student relationship are more willing to participate in the class.