Paths to Build Harmonious Teacher-Student Relationships in Colleges and Universities in the Internet Era

Hong Meng; Xiaoxia Kong

doi:10.54097/fgz6vx57

Authors

Hong Meng
Xiaoxia Kong

DOI:

https://doi.org/10.54097/fgz6vx57

Keywords:

Teacher-student relationship, Internet era, emotions, support.

Abstract

Compared to the relationship between teachers and students in primary and secondary schools, the interactions between teachers and students in colleges and universities are more scattered, less frequent, and lack scientific theoretical support. Therefore, relative researches in this area has always been insufficient. This article starts from the perspective of college students and explores how to build harmonious teacher-student relationships in the context of the internet era through questionnaires and interviews. Both questionnaires and interviews demonstrate the importance of the affective dimension. In the future, teacher-student relationships in colleges and universities will no longer be limited to teaching practice but will involve more emotional communication and interaction through various online platforms.

Downloads

Download data is not yet available.

References

[1] J.L. Split, H.M. Koomen and J.T. Thijs: Teacher wellbeing: The importance of teacher-student relationships, Educational Psychology Review, Vol. 23 (2011) No. 4, p.457-477.

[2] A. Hargreaves: Mixed emotions: teachers’ perceptions of their interactions with students, Teaching and Teacher Education, Vol. 16 (2000) No. 8, p. 811-826.

[3] I. Archambault., J. Vandenbossche-Makombo and S.L. Fraser: Students’ oppositional behaviors and engagement in school: The differential role of the student-teacher relationship. Journal of Child and Family Studies, Vol. 26 (2017) No. 6, p.1702-1712.

[4] G. Hagenauer and S.E. Volet: Teacher-student relationship at university: an important yet under-researched filed, Oxford Review of Education, Vol. 40 (2014) No. 3, p.370-388.

[5] W.N. Jiang, Y.T. Che and Z.Z. Chen: Understanders and Actors: A Re-Examination of the Teacher-Student Relationship, Contemporary Educational Science, (2022) No. 7, p.19-25. (In Chinese)

[6] L.H. Huang: Multimodal paradigm and foreign language teaching in the post-epidemic era. Contemporary Foreign Languages Studies, (2021), No. 1, p.75-85. (In Chinese)

[7] Y.H. Xie: Foreign language classroom students 'silence and teachers' teaching style. Journal of Guangdong University of Foreign Studies, (2006), No. 1, p.30-32. (In Chinese)

[8] M.L. Teng: The teacher factor of college students' classroom silence. Heilongjiang Researches on Higher Education, (2009), No. 4, p.146-149. (In Chinese)

[9] M. Lewis and J. Hill. Practical techniques for language teaching (Foreign Language Teaching and Research Press, China 2009).

[10] X.H. Liu and Y.H. Guo: An empirical study on the teacher-student behavior of constructing the harmonious teacher-student relationship in colleges and universities, Heilongjiang Education, (2023), No. 6, p.20-23. (In Chinese)

[11] A.I. Putaru and A.S. Rusu: Systematic literature review on the dimensions and assessment of teacher-student relationship in higher education, Journal of Educational Sciences & Psychology, 2023, XIII (2023) No. 1, p.77-88.