The Study Of Teacher-Student Relationship Under The Perspective Of Whitehead's Process Philosophy

Teacher-student relationship is an important topic in education research,it's also a pair of basic relationships in education and teaching,it influences students' physical and mental development,teachers' development,education and teaching and so on.Maybe because of this,educational researchers in our country have never stopped exploring the teacher-student relationship,presenting the trend of “let a hundred flowers blossom and a hundred schools of thought contend”,either theoretical or practical aspects are constantly making efforts.However,in the process of education and teaching reform,teacher-student relationship still has many problems in teaching practice,defects in teacher-student relationship theory have gradually emerged.If problems existing that cannot be solved in time,it is easy to influence the development of teachers and students' life value,the advancement of education and teaching reform,the development of schools,the improvement of teaching quality and so on.Therefore,it is urgent to construct a new teacher-student relationship to solve the problem above.Whitehead's process philosophy breaks the bondage of physical thinking to people and advocates procedural and relational thinking,it contains many excellent ideas that we can learn from.Taking the process philosophy as a theoretical basis to try to construct the teacher-student relationship is a new way to think about the teacher-student relationship problem,it has certain value in solving the problems existing in the teacher-student relationship and enriching the teacher-student relationship.Therefore,this paper attempts to construct the teacher-student relationship based on the Whitehead's process philosophy.There are five parts in the dissertation,namely,five chapters.The specific content is as follows.The first chapter is introduction.Including the reasons for the topic,teacher-student relationship and Whitehead's process philosophy are reviewed separately,followed with definition of concepts,research purpose and significance,research content,research ideas,research methods and innovations in this paper.The second chapter is the theoretical basis – Whitehead's process philosophy.Including a brief overview of Whitehead and his process philosophy,and a detail description for the concept of subject-superject,the concept of order,the concept of harmony,the principle of procedure,the principle of relevance,and the principle of creativity.The third chapter is the main viewpoint of teacher-student relationship in China since the reform and opening up.Firstly,it combs three viewpoints,including the single subject theory,the dual subject theory,and the dominant subject theory in the teacher-student relationship of subject and object;Secondly,combing the more representative intersubjective teacher-student relationship since the 1990s;Finally,a brief commentary of viewpoints.The fourth chapter is the reflection on the current teacher-student relationship in our country.It mainly includes the major problems existing in the current teacher-student relationship in practice and the causes of the problems.The problems mainly include unbalanced status: teachers' power is relatively weakened;loss of value: the pursuit of formal teacher-student interaction;indifferent emotion: the incoherent musical notes in communication gradually increase;interaction rigid: the creative value of instability is neglected.The reasons are that the teacher-student relationship theory is flawed;the bondages of traditional teaching ideas;misunderstanding the concept of the new curriculum reform;the traditional excellent thinking on teacher-student relationship in our country has been impacted.The fifth chapter is the teacher-student relationship and practical requirements in the view of Whitehead's process philosophy.This section attempts to construct a teacher-student relationship based on Whitehead's process philosophy and explores three implications of the teacher-student relationship: teachers and students are mutually intrinsic to each other,rather than simply superimposed connections;the teacher-student relationship is a mutually-generated relationship in the process and always exists in the process of generation;the teacher-student relationship has the peculiarity of pedagogy and is fundamentally an educational relationship.Five basic features: the teacher-student relationship is rhythmic;teachers and students always carry emotional bonds;the relationship between teachers and students has the characteristics of changing development;teachers and students have the characteristics of subject-superject;teachers and students have the symbiosis which has order and disorder.Four aspects of practice requirements: improving teachers' teaching wisdom;as for teachers,stepping on the rhythm of education;encouraging diversity of interaction between teachers and students;enhancing identity and emotional identity between teachers and students.