Research On The Status,problems And Countermeasures Of The Relationship Between New Teachers And Students In Junior Middle School

Education is a social activity for cultivating people,it plays an important role in the development of the country.During the activity,teachers and students are the most basic and important elements of education activity.Their relationship decides the effectiveness of education.It is not only related to the effects of education and teaching,but also to the growth of students.Junior middle school students are in a special stage of physical and mental development.These physical and psychological changes are bound to affect their teacher-student relationship.Many college graduates become a teacher in China each year.New teachers have just taken up their jobs.Faced with a sudden role change,they will inevitably feel uncomfortable.For new teachers,in addition to adapting to teaching work as soon as possible,it is also very important to handle the relationship with students.In previous research,although the new teacher-student relationship occupies a place in the field of teacher professional development,the research on new teacher-student relationship is obviously inadequate.This research mainly uses the literature method,questionnaire survey method and interview method to investigate the teacher-student relationship of new teachers in four junior middle schools in Dalian.Based on the four dimensions of intimacy,support,satisfaction and conflict,this paper analyzes the current situation of new teacher and student relations in junior middle schools.According to the survey results,it is found that the current teacher-student relationship of new teachers in junior middle schools has the following problems:Compared with the four dimensions,the supporting dimension is relatively poor;In the intimacy dimension,new teachers have less initiative after class;in the supportive dimension,new teachers have less opportunities to create communication opportunities;in the satisfaction dimension,the new teacher's classroom order is poor;in the conflicting dimension,new teachers Teachers have poor ability to control their emotions;In the comparison of different genders,the conflict between new teachers and boys is middleer than that of girls;in the comparison of each school stage,the conflict between new teachers and junior students is middleer than other grades;in the comparison of different regions,urban teachers make Satisfaction is lower than that of township teachers.Through interviews with new teachers and students in junior middle schools,the author conducts attribution analysis from the following four aspects: First,factors in the education administration department and schools.The lack of targeted training for new teachers by the education administration department and the heavy workload of new teachers on the school,resulting in insufficient communication opportunities for teachers and students;Second,the new teachers' own factors.Inadequate transition of new teachers' roles,insufficient ability of new teachers to control their own emotions,and lack of informal communication between new teachers and students;Thirdly,in terms of students.Stage characteristics of junior middle school students' psychological development lead to more conflicts with new teachers and gender differences between boys and girls,leading to more conflicts between boys and new teachers than girls;Fourth,family factors.Different parents' cultural backgrounds and ideas have different requirements for new teachers and family education expectations.For the above reasons,the article suggests the following:Optimize internship methods and enrich training content;Strengthen campus culture and create opportunities for teacher-student contacts;Promote the role change of new teachers and strengthen their emotional management;Instruct new teachers to learn to adapt and let go appropriately;Reduce the burden on teachers and guide teachers to adjust themselves;Understand students' psychological development characteristics and help students improve their emotional management ability;Strengthen home-school communication to provide strong support for the teacher-student relationship.