国外师生关系研究进展探析  

Overseas Research on Teacher-student Relationships:Progress and Implications

作　　者：陶丽[1] 李子建[2] 

机构地区：[1]西南大学教育学部,重庆北碚400715 [2]香港教育学院

出　　处：《比较教育研究》2016年第3期61-68,共8页International and Comparative Education

基　　金：自治区普通高校人文社会科学重点研究基地新疆教师教育研究中心科研启动基金项目"教师专业身份的理解与认同"(项目编号:XJEDU040513A01)的研究成果

摘　　要：师生关系作为教育研究领域的重要议题,一直备受关注。近十年来国外的师生关系研究,主要是基于学校及课程变革这一背景,以教师交往行为模型(MITB)、延展的依赖理论(extended attachment)和自我决定理论为理论基础,对有关师生关系的本质和内涵、品质、影响效果、影响因素等方面所作的探索。研究回溯形成了师生关系影响因素的复杂性、师生互动方向的不确定性、师生互动边界和"度"的模糊性三个基本结论。As an important issue in the field of education research, teacher-student relationship has been closely attended. In the context of school and curriculum reforms, the overseas research on teacher-student rela- tionships during the past decade was mainly based on theoretical foundations of model of interpersonal teacher be- havior as well as extended attachment and self-determination theories. Such theoretical insights have generated exploration of the nature and content, qualities, effects and influential factors related to teacher-student relation- ships. This review of literature formulates three basic conclusions： complexity of the factors affecting teacher-stu- dent relationships; uncertainty of directions of teacher-student interactions; and ambiguity of boundaries and ＂de- grees＂ of teacher-student interactions. This provides certain implications for curriculum and instruction theories and teacher education.

关 键 词：师生关系 理论基础 影响因素 师生互动 

分 类 号：G525[文化科学—教育学]