The Teacher-student Communication In The Perspective Of Graduate Students

Postgraduate education is the top priority in the higher education system.It bears the important task of continuously delivering talents for the development of our country.As the first responsible person in the process of postgraduate train ing,the tutor plays an important role in the process of training and influences The academic,scientific research and daily life of graduate students play a key role in the quality of graduate training.In the Code of Conduct for the Guidance of Gradu ate Tutors,it is clearly stated that graduate tutors have a long way to go and need to shoulder important missions.As the instructor and guide in the process of graduate growth and talent,they should have the qualities of moral integrity,rigorous acade mic research,and dedicated education for the country.Cultivate high-level innova tive professionals.General Secretary Xi Jinping proposed that the student group sh ould "close to their teachers" and "believe in their ways",and promote the all round growth of graduate students through this harmonious relationship between teachers and students.Therefore,we need to pay attention to the relationship between graduate students and supervisors.Understanding the normal state of the interaction between graduate students and their supervisors through real cases and analyzing the true thoughts of graduate students are of great practical significance to the effective establishment of teacher-student relations.Therefore,this research adopts qualitative research methods,taking graduate students of Y University as the research object,taking the experience of graduate students as the breakthrough point,presenting the ideal teacher-student relationship in the eyes of the graduate students of Y University and the realistic teachers formed in the process of interacting with their supervisors.The relationship between the students and the analysts,why the "familiar but unfamiliar" relationship appears in the analyst-student relationship,and understand the hidden reasons behind it.By analyzing the formation mechanism of this relationship model,a grounded theory is finally formed.This study found that graduate students who were outside the school field before enrollment are very eager to establish close relationships with their tutors,such as family and friends,and have high expectations for their tutors.In the actual postgraduate study process,students and their tutors deliberately maintain a "distance",which is a "familiar but unfamiliar" relationship.Why is this? In the end,this research got the following grounded theory: The author uses Granovette’s embedded theory to explain the reasons for the gap between the ideal and reality of the relationship between graduate students and teachers.Cultural embedding enables graduate students to maintain due respect and proper distance from their tutors.Cognitive embedding enables graduate students to understand the role of the tutor and clarify the rights and obligations of both parties.The embedded system guarantees the academic relationship between the two parties,maintains the students’ academic development,and guarantees that the students can graduate smoothly and complete the required content.Therefore,graduate students gradually become "rational people" after entering the school field.After weighing the pros and cons,they choose to give priority to the development and maintenance of academic relations,and put aside non-academic relations for the time being.The "familiar and unfamiliar" teacherstudent relationship is a rational choice they make in their interactions.The ideal teacher-student relationship is the best result for both parties,but the "familiar and unfamiliar" teacher-student relationship is It is the state that can best meet the respective interests and needs of both parties under current conditions.Although the current reality of teacher-student interaction has not reached the ideal level of teachers and students such as "father and son" and "family",the postgraduate group has adapted to this kind of academic guidance and non-academic communication with the "interaction embedded".The state of "work and business" communication ultimately regards the "familiar and unfamiliar" teacher-student relationship as the most comfortable relationship that both parties default and accept.