The Research On Practice Of Social Work Intervention In The Relationship Between Teachers And Students

Teacher-student relationship is the basic interpersonal relationship between teachers and students in schools,and it is also an important social relationship in the process of children's socialization.In daily education activities,there are often phenomena and incidents of discordant teacher-student relations,which have a certain impact on the healthy growth of students.How to use professional social work methods to resolve contradictions and conflicts between teachers and students is an important area worth exploring.This study uses a case study method to select typical cases of Nanjing Q Primary School to help clients adapt to poor teacher-student relationships,thereby expanding the field of school social work research.The study found that there are problems such as indifference and alienation in the teacher-student relationship between C and D,which are mainly manifested by poor communication between teachers and students and indifferent emotions between teachers and students.After in-depth understanding and analysis,it was found that the reason was that there was a problem in the interaction process between Teacher D,Class C and C's parents.Insufficient teacher experience,improper handling of problems,inadequate attitude towards problems,and lack of communication awareness.Students are emotionally unstable,easily closed,and difficult to interact.Parents have less communication with teachers,stereotypes about teachers,etc.In response to the manifestation and cause of the inconsistent teacher-student relationship in the case,the social worker chose the task-centered mode and identified the service targets as Teacher D and Class C,Divided the service process into three stages:front,middle,and back,with a total of 14 interventions,By providing professional social work services for Teacher D,Class C and C's parents,change the passive and evasive mentality of Teacher D when facing Class C,and help her properly handle the relationship with Class C and C's parents;Help class C adjust impulse emotions,teach him how to deal with bad emotions,make him realize the purpose of teacher discipline,and encourage him to communicate with teachers;it is hoped that C parents' stereotypes of teachers will be broken and their bad impressions of class teachers will be improved.After the social work evaluation,it was found that the problem of poor communication between Teacher D,Class C and parents was effectively improved.The research results show that the task-centered model involved in the adjustment of teacher-student relationship in primary schools can not only effectively define service goals,determine service tasks at each stage,but also help to motivate service targets and improve service quality and efficiency.Therefore,using the task-centered model to adjust the relationship between teachers and students in primary schools has certain advantages.Social workers play different roles in the service process,including leaders,relationship coordinators,and enablers.In the specific intervention process,the role needs to be changed according to the actual situation to promote the change of service objects.However,social workers also have some problems when using the task-centered model.For example,social workers have some difficulties in grasping power,and problem orientation has some difficulties in the early stage of intervention.Through research on the service process of social work cases,researchers believe that for the adjustment of teacher-student relations in elementary schools,we can try to use the task-centered model.It is necessary to pay attention to both the teacher and the students,and also consider the parental factors behind the students,coordinate the tripartite forces,and work together to achieve the coordinated development of the teacher-student relationship and the home-school harmony.