Influence Of Teacher-student Relationship On The Critical Thinking Tendency Of Middle School Students

Middle school students are in adolescence,their physical and mental development is transitioning from infantility to maturity.Teacher-student relationship is one of the most important interpersonal relationships among middle school students in school,and it has some particularities.The establishment of a good teacher-student relationship is of great significance to the psychological development of middle school students.Meanwhile,the thinking development of junior high school students is also transitioning from image thinking and abstract thinking to dialectical thinking.So middle school is an important stage to cultivate their critical thinking tendency.The cultivation of critical thinking tendency needs a good tolerant environment,and a good teacher-student relationship can create a positive and happy emotional atmosphere,and become a driving force to mobilize the enthusiasm of both teachers and students,which is conducive to stimulating students' critical thinking.Therefore,it is very important to discuss the teacher-student relationship and its influence on the critical thinking tendency of middle school students.In this research,the Middle School Teacher-Student Relationship Scale and the California Critical Thinking Tendency Scale(CCTDI,Chinese version)were used to measure part of the students aged 11 to 15 who are from different grades in two middle schools in Jiangmen City,Guangdong Province.Firstly we have a preliminary understanding on the teacher-student relationship and the present situation of the students' critical thinking tendency of the students in two middle schools in Jiangmen City,Guangdong Province.Then,the data analysis system was used to test the demographic variables of different dimensions of the teacher-student relationship and critical thinking tendency of middle school students,so as to explore the differences in the demographic variables of the factors of the teacher-student relationship and critical thinking tendency of middle school students.Finally,the correlation analysis and regression analysis between the two dimensions are used to test whether there is a certain degree of predictability between them.The specific research results are as follows:1)According to the difference test of demographic variables,the four factors ofintimacy,attachment,avoidance and conflict in teacher-student relationship all have significant differences in grade level.The intimacy factor in the teacher-student relationship is significantly different in whether it is student cadre and grade.The attachment factor of teacher-student relationship have significant differences in gender,grade,only-child status and student cadre status.The avoidance factor of teacher-student relationship is significantly different in grade and whether it is a student cadre.The conflict factors of teacher-student relationship have significant differences in gender,favorite teacher's gender and mother's educational level.The seek the truth factor in middle students' critical thinking tendency has significant differences in gender,grade,student cadre;the the open mindedness factor has significant differences in student cadre and grade;The analysis ability factor has significant differences in gender.The systematic ability factor has significant differences in grade;The self-confidence factor has significant differences in whether students were cadres,whether parents or other relatives are teachers.The curiosity factor has significant differences in gender,whether parents or other relatives were teachers,educational level of fathers,and educational level of mothers.The cognitive maturity factors have significant differences in gender,student cadre,grade,and father's educational level.2)By analyzing the correlation between teacher-student relationship and critical thinking tendency of middle school students,it is found that the truth-seeking factor of critical thinking tendency is significantly correlated with the intimacy,conflict and avoidance factors of teacher-student relationship.The open-mindedness factor of critical thinking tendency is significantly correlated with the avoidance factor of teacher-student relationship.There is a significant correlation between the systematic ability factor of critical thinking tendency and the avoidance and conflict factors of teacher-student relationship.The confidence factor of critical thinking tendency is significantly correlated with the intimacy factor and the attachment factor of teacher-student relationship.The Curiosity factor and analyticity factor have no significant correlation in four factors of teacher-student relationship.The cognitive maturity factor of critical thinking tendency is negatively correlated with the intimacy factor and attachment factor of teacher-student relationship,and negatively correlated with the avoidance factor and conflict factor ofteacher-student relationship.Through the regression analysis between the teacher-student relationship and critical thinking tendency of middle school students,it can be concluded that the conflict factor in the teacher-student relationship is particularly important and can positively predict the seven factors of junior high school students' critical thinking tendency.This indicates that the stronger the students' critical thinking tendency is,the more differences and conflicts will arise during their interaction with teachers.Therefore,schools,teachers,parents and students should optimize the relationship between teachers and students through various means to create favorable conditions for the cultivation and promotion of middle school students' critical thinking tendency.A conclusion can be made that the the teacher-student relationship is important for the cultivation of critical thinking tendency of middle school students.The major factors(teachers,students,schools and families)in the external ecological system of teacher-student relationship will influence the relationship between middle school teachers and students through certain adjustment levers in consider of middle school students individual differences to ensure that the teacher-student relationship plays a positive role in promoting critical thinking tendency of middle school students.The investigation and research done in this paper is still the preliminary discussion on the influence of teacher-student relationship on the critical thinking tendency of middle school students,and mainly discusses the influence of teacher-student relationship on the critical thinking tendency of middle school students.