Research Of The Teacher-child Relationship On The Perspective Of Educational Ecology

Teacher-child relationship is the most basic interpersonal relationship in the process of kindergarten education.A good interpersonal relationship plays an important role in the development of children's knowledge,emotion,will,behavior and other aspects,and is also an important condition for the smooth progress of nursery care and educational activities.However,in reality,from the C-trip Parenting and Kids to the Beijing RYB Education child abuse incident,the frequent occurrence of child abuse incidents will not only make people worry about the safety management of kindergartens,but also draw people's attention to the teacher-child relationship.Due to the concerns caused by a small number of teachers with irregular behaviors,how to realize their rights and fulfill their obligations in the complex practical problems and properly handle the teacher-child relationship has become a problem worthy of attention.In the 1960 s and 1970 s,with the combination of pedagogy and ecology,a new discipline--educational ecology emerged.With the deepening of people's understanding and research,educational ecology develops continuously.The core of its basic discipline is the holistic and systematic view,which links pedagogy and ecological environment and studies the interaction and the law of operation,providing a new theoretical perspective for us to investigate the internal and external influencing factors of the teacher-child relationship.Taking this as an opportunity,the author tries to use the relevant theories of educational ecology to study the teacher-child relationship,find ways to improve the teacher-child relationship,and build a new type of teacher-child relationship with ecological spirit.Starting from the basic concept of ecology of education,the author went to the kindergarten to observe the behavior of teachers and children,combined with literature method,case analysis method and interview method to analyze the teacher-child relationship,so as to propose methods for improvement.This study consists of four chapters including the introduction and the text.In order to lay the foundation for follow-up study,the first part summarizes the sources of this research topic,research purpose and research significance,related literature summary,the core concepts of the interpretation and research of context,to the further research overview and summary of the selected topic reason,the research purpose and significance of this study,relevant research review,the definition and research design.The second chapter mainly analyzes the value,characteristics and influencing factors of the teacher-child relationship based on the relevant principles of educational ecology.This study holds that the study of the teacher-child relationship from the perspective of ecology of education is conducive to the establishment of a new type of teacher-child relationship,the improvement of children's status and the improvement of teachers' ecological education quality.At the same time,as a micro ecosystem,the teacher-child relationship is characterized by diverse roles,advocating democracy and equality,emotional connection,mutual promotion and sustainable development.The teacher-child relationship is an open ecosystem whose development is restricted by the main factors and environmental factors.Under the restriction of these two factors,the kindergarten constantly produces with the internal ecosystem and social ecosystem,so as to achieve the goal of maintaining the balance of the preschool ecosystem.The third chapter mainly from the angle of educational ecology to analyze the problems existing in the relationship between children and make relevant ecological analysis.The author observed the nursery care and education activities in the kindergarten,and conducted a random interview with the kindergarten teachers,and found that there are four prominent problems of the kindergarten teacher-child relationship.In the communication,the kindergarten is beyond the psychological tolerance,the teacher-child relationship is too close or estranged,the teacher and the child cannot promote each other.And combined with relevant theoretical knowledge to analyze the above phenomenon,mainly from the differences in children's self-development level,the lack of ecological education quality of teachers,the imbalance of school ecosystem,as well as the impact of family and social ecosystem.Chapter four reconstructs the teacher-child relationship from the perspective of educational ecology.Based on the current situation of the relationship between kindergarten teachers and children and attribution analysis,respectively from the teacher factor,child factor,school ecological education,family and social four aspects of the construction of optimization strategy.Firstly,teachers should create a spiritual garden for the development of teacher-child relationship by improving their own ecological quality of education,carrying out the work of rhythmic education and protection and optimizing the class ecological environment.Secondly,with children as the core,pay attention to the ecological changes and critical period of children,realize the ecological development of children and create a community of life of children and teachers.To establish ecological education concept again,the director should not only change "ecological spirit" into action,but also construct ecological evaluation index to optimize the ecological system of the park.Finally,combining the important role of parents and others in the family and the social ecological evaluation system to promote the optimal development of the teacher-child relationship.