Research On The Difficulties And Countermeasures Of Teacher-Student Relation In Junior Middle School From The Perspective Of Sanyu Culture

In recent years,the news reports about the negative events of teacher-student relationship in middle schools have attracted extensive attentions from parents,teachers and society,as well as the Party and the state.Education has the function of cultural inheritance.Margaret Mead,an American scholar,puts forward the concept of " Sanyu culture ",which means that there are three forms of cultural dissemination,thus forming three different ways of communication between the older and the younger generation,and interacting with education.In the era of new media based on highly developed Internet,information knowledge tends to be widely disseminated in the form of values.Students in Junior middle school have various channels to acquire knowledge.Teachers in middle school have different views on fragmented knowledge disseminated by new media.Therefore,there are obvious differences in the cultural concepts between teachers and students in junior middle schools,which inevitably leads to the predicament of "new bottles of old wine","intergenerational conflict" and "cultural feeding back".Studying the relationship between teachers and students in middle schools from the perspective of cultural inheritance not only provides a fairly effective entry point for the study of the relationship between teachers and students in middle schools,but also highlights the value of cultural inheritance in education,which is in line with the concept of "cultural self-confidence" advocated by our country.The " Sanyu culture " once prevailed in Europe and America in the 1970 s.Based on the unique perspective of "three metaphors culture" and the investigation of the actual situation of the relationship between teachers and students in junior middle schools,we can fully understand the plight of the relationship between teachers and students in junior middle schools,deeply analyze the root causes of the conflict between teachers and students in junior middle schools,and seek strategies to improve the relationship between teachers and students in junior middle schools.This has a positive significance for optimizing the current rather tense relationship between teachers and students in junior middle schools in China.The survey shows that the relationship between teachers and students in junior middle schools generally maintains a friendly and positive attitude of support,rather than getting to an irreconcilable degree;in the face of the same situation,teachers and students hold different opinions;the attitude of teachers and students towards the relationship between teachers and students will affect other aspects of teaching and education.The study finds that the predicament of teacher-student relationship in junior middle school is mainly manifested in the obvious unfairness of social relations,the fairly vague educational relations and the superficiality of psychological relations.The analysis shows that the basic reason of the dilemma of teacher-student relationship in junior middle school lies in the tension caused by the particularity of the subjective role of teachers and students.On the one hand,the teacher's subjective consciousness plays a decisive role;on the other hand,the contradictions among junior middle school students impact the relationship between teachers and students.From the objective point of view,the modern educational view has indifferent cultural communication value between teachers and students.It not only causes the improper dissolution of traditional teacher-student view by one-sided negation of symbolic cultural concept,but also hinders the comprehensiveness and pluralism of teacher-student relationship by despising the function of mutual symbolic culture.It also causes the anomie of "inter-generational conflict" and "cultural feeding back" by misinterpreting the content of pre-figurative culture.In order to alleviate the contradiction and predicament of the teacher-student relationship in junior middle school,we need to build a new type of the relationship between teachers and students with pluralism,stability and harmony.Therefore,schools,families and society should support and cooperate with each other.At the same time,the establishment of dialectical " Sanyu culture " provides effective strategies for optimizing the relationship between teachers and students in junior middle school: firstly,paying attention to the cultural exchange environment and establishing the inclusive relationship between teachers and students' values;secondly,facing up to the plight of "inter-generational conflict" and constructing the "I-you" dialogue between teachers and students;thirdly,strengthening the advantages of "cultural feedbacks" and forming the accompanying relationship between teachers and students to grow together.