How to build a new teacher-student relationship in classroom teaching

I was deeply impressed by the new teacher-student relationship established in the classroom teaching of junior high schools in Yang Si during the "Three-Day Tour of Yang Si" organized by the Teachers' Office of Vocational School of Education Bureau of our city. Yang Siren abandoned the "spoon-feeding" teaching mode and really gave students the initiative to learn. In the considerate class, teachers talk about students, or make the finishing point, or the finishing point, and students talk endlessly, showing a warm atmosphere of active learning, cooperative learning and inquiry learning. In the past, the "classroom" dominated by teachers has really become a "school" for students to learn spontaneously and actively. The success of classroom teaching reform for foreigners lies not only in the reform of classroom teaching mode, but also in the construction of a new teacher-student relationship. The establishment of this new teacher-student relationship is conducive to the cultivation of students' innovative consciousness and ability, and is an important measure to realize the overall goal of "learning to learn, learning to live, learning to get along, and learning to be a person (survival)" in classroom teaching. Under the new situation, the transformation of classroom teaching to student-centered has become a science. The determination of this new relationship between teachers and students needs a process of contact, understanding, identification, imitation and flexible application in order to break through the traditional education system. In the early 1990s, some western countries introduced TQM into school management, aiming at establishing a "consumer-centered" view, that is, treating students as the main "consumers" of school education, which is conducive to achieving the goal of "student-centered development" and forming a new relationship between teachers and students. So, how to build a new teacher-student relationship in classroom teaching? The author thinks that we can actively build a new teacher-student relationship in classroom teaching from the following aspects: 1. Creating a relaxed classroom atmosphere is the basis of building a new relationship between teachers and students. Only by forming a harmonious and pleasant classroom teaching atmosphere can we stimulate students' childlike innocence, make students have a strong thirst for knowledge and psychological driving force, and also stimulate each student's interest in learning, thus forming the cohesion of classroom teaching. Therefore, in classroom teaching, the smile on the teacher's face will undoubtedly touch every student's heart like the spring breeze, relieve students' nervousness and eliminate students' boredom, so that students can psychologically realize the leap from accepting and recognizing teachers to expecting teachers, and then reach the realm of wanting to learn and being happy to learn. Secondly, teachers should appear in the classroom equally and turn tolerance and love into silent language-eyes. The expectation and encouragement in the teacher's eyes will always remind students that the teacher is paying attention to me and trusting me, so as to live up to the teacher's expectations and study hard. 2. The application of motivational classroom language at the beginning, the application of motivational language is a skill to build a new relationship between teachers and students, which is conducive to mobilizing students' learning emotions, adjusting students' learning psychology, creating the effect of teacher-student interaction in classroom teaching, and promoting students' autonomous learning and cooperative learning. Therefore, in classroom teaching, teachers should respect students, skillfully set questions to encourage thinking, create a classroom atmosphere in which students actively ask questions, summarize, assume and state, and put an end to "how to solve this problem?" In this offensive language, we should use inspiring language such as "think about it", "think again", "you should answer this question correctly next time" and "you asked this question very well" to form a cooperative relationship between students and teachers and students, and discuss, ask questions, debate and give lectures seriously. 3. Cultivating the classroom atmosphere of free discussion is the key to building a new relationship between teachers and students, and it is also an important incision to cultivate students' autonomous learning, cooperative learning and inquiry learning. It is easy for students to discuss in class, but it is difficult to do so. There is a long-term training process here. To achieve this effect, teachers need to start from three aspects: first, according to the teaching materials, combined with the basic facts of students, put forward scientific discussion questions, so that students can have something to say and complete the actual teaching tasks without affecting the teaching progress; Secondly, we should have teaching wit, grasp and guide students in the discussion in time, and teachers should not only be quick in thinking, but also be quick in guiding and absorbing information, which requires teachers to prepare students when preparing lessons. Thirdly, in order to ensure a "face", teachers should do a good job in the ideological work of every poor student before and after class, encourage them to actively participate, or give appropriate guidance in advance to prevent "dead ends" in classroom discussion. 4. Providing students with multiple successful experiences is a means to consolidate the new teacher-student relationship and an effective measure to mobilize students' learning enthusiasm. In daily classroom teaching, it is very common for students to look up at the teacher when he is lecturing, and bow their heads immediately when the teacher asks questions. The reason is not that these students don't want to learn and are afraid of learning, but that they have been in the atmosphere of classroom teaching failure for a long time. They are afraid of ridicule and punishment, dare not face up to the teacher, and dare not ask questions on their own initiative. Facts show that the traditional coercive methods can't release students' potential and publicize their personality. Only by building multiple successful platforms for students can each student have a hungry pursuit of knowledge. Only in this way can teachers create a success-oriented classroom and create a "continuous supportive environment". To do this, teachers must start from three aspects. The first is to update the concept of education. What is talent? Our educational goal is talents, so every student must succeed. Secondly, in order to implement hierarchical teaching in large class system and make students at different levels achieve multi-level and multi-angle success and pleasure, it is not enough to rely on some inspiring languages and high-frequency interaction. Teachers need to use various methods to make some students get more support than others, such as preview before class, tutoring after class and so on. Thirdly, let students study in cooperation, organize outstanding students and poor students to set up help groups and put them into practice. In this way, poor students can get timely support, clear the obstacles of knowledge, and feel progress and pride easily. Only in this way can we establish a "continuous supportive environment", form a strong thirst for knowledge among all students, and gradually form a new situation of competition and cooperation in the class. 5. The establishment of research-oriented learning mode and research-oriented teachers will be the continuous driving force for students' research-oriented learning. Our teacher should be a model, not only in terms of teachers' morality, but also in the exploration and pursuit of teaching methods and teaching art. Teachers should constantly learn new knowledge, explore new teaching methods, study new teaching materials, strive to improve and improve classroom teaching art, make personal professional development plans, study new trends in professional fields, and collect various materials. Teachers' desire for new knowledge and enthusiasm for learning will subtly infect every student, which is of great benefit to the cultivation of students' inquiry learning psychology and ability. Students will also respect teachers more and accelerate the construction and consolidation of new teacher-student relationship. Of course, Rome was not built in a day, and it is impossible to establish a good new teacher-student relationship overnight. Teachers must persevere and devote themselves to it. Once this new teacher-student relationship is established, students will truly become the main body of learning, and the student-oriented development goal can be realized.