中学外语教学中良好师生关系的建立及其积极作用
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摘要
教师的教与学生的学是在师生之间的沟通中进行的，师生沟通渠道的畅通是教育效能产生的前提。因此，教师在教学中，要注意师生情感的沟通，建立良好的师生关系，提高知识传授的效率。
外语教学是一门语言教学。语言的交际性决定了外语教学更应借助师生之间和谐、默契的情感交流。因此，外语教学对师生关系、教学情景和沟通手段的要求都要胜过其它学科。为此，本文从师生关系的角度探索情感因素对教与学的影响，并采用分析、调查、举例等方法，探讨在中学外语教学中建立良好师生关系的意义及其途径。
首先，文章告诉人们“师生关系”是教学过程中最基本最重要的人际关系，是师生传递信息、交流情感的过程，是教育教学得以顺利进行的媒介。良好的师生关系表现在：教师尊重、热爱学生，对学生有信心和耐心；学生尊敬、爱戴老师，并在教学中与老师很好地配合。有了良好的师生关系，教师传授的信息学生才乐于接受。因此，师生关系的培养在教学中起重要作用。
师生关系对教学的影响属于情感因素的范畴。过去人们习惯于讨论语言的认知因素对语言学习的影响，情感因素被视为附属因素。20世纪20年代以后，心理学的发展将情感因素提升到显著地位。20世纪60年代，人本主义心理学家和教育家们提出了情感与认知一样是教育的重要内容和目标。教师的态度决定课堂教学的成败。80年代初，美国心理学家克拉申的“情感过滤假说”指出情感障碍越强，输入大脑语言机制的东西就越少。其中“与同学、老师的关系”是情感障碍来源之一。心理学家海德的“态度平衡论”对英语教师在教学中加强情感协调和缩小两极分化很有启示。
其次，语言教学的特点之交际性和情感性，决定外语教学要实现交际化。外语教学应建立一个有安全感的、生动活泼的环境，以减轻学生的紧张与焦虑。实践证明拥有融洽的师生情感更有利于宽松和谐环境的营造。因此，在交际能力日益受到重视的时代，师生情感的培养日益受到关注，相关论述已被纳入新
巅
硕士学位论文
入认51，I一R’S’l!!ESIS
的《高中英语课程标准》。
影响学生外语学习的原因主要分内部因素(即学生)和外部因素(即环境
与教师)，学生在外语学习中的动机、态度、焦虑和自信左右着他们的学习，
没有他们的努力，即使有最好的教师、教材、方法、环境，教学目标也只是空
中楼阁。教师虽是外因，但其主导作用不容忽视，他们是语言教学中的组织者、
参与者、管理者和研究者。师生合作的成败往往直接影响教学的效果。
接着，来自外语教学中“师生关系与学生学习状况的相关研究”的结果也
支持了以上观点。并得出结论;1)教师沟通能力与学生对教师的态度有密切联
系;2)师生关系的协调程度与学生成绩的起伏成正比:3)良好师生关系更利于
差生的成长;4)目前，大多数外语教师的沟通能力还较差，有待日后改善。
最后，笔者针对如何建立良好师生关系提出几点建议:1)提高自身素质，
形成自己的风格;2)理解、接纳全体学生;3)注重学习个性差异;4)给予期望
及成功的机会;5)树立正确的纠错观和评价观:6)运用适当的言行;7)采用灵
活多样的教学方式:8)开展丰富多彩的课外活动。
本文得出以下结论:良好师生关系1)消除了师生沟通的障碍，有利于开展
外语教学的双边活动;2)营造了和谐的课堂气氛，培养了积极的情感，有利于
激发和保持学生学习外语的综合性动机;3)保证了课内外外语活动的顺利开展，
从而优化了校园外语学习的环境，活跃校园生活。只有师生在良好的课堂环境
中密切合作，我们才能顺利达到预定的目标。
Teaching and learning are carried out in the affective communication between teachers and students. Whether the communication channel is unblocked or not is the essential prerequisite for the efficacy of education. So it is necessary for the teachers to care about affective communication between teachers and students, establish good relationship between teachers and students and realize the most efficient transference of knowledge.
FL teaching is a science of language .The nature of language is communication .It determines that the harmonious relation is much more important in FL teaching than in other subjects. For this reason, this thesis focuses on how the relation between teachers and students influences FL teaching and learning, and tries to find out the ways of establishing a good teacher-student relationship.
This thesis is carried out by means of analysis, investigation and giving examples.
First, the thesis tells us that "teacher-student relationship" is the most essential and important human relation in school. It's the process of information transmission and affect communication. And it's the medium of English education. A good teacher-student relationship should be that a teacher loves his or her students, accepts all the students and is confident and patient towards those students, while the students should love and respect their teacher, and co-operate with their teacher. The better the relation is , the more the students learn from their teacher. So a good teacher -student relationship is very important.
In fact , "teacher-student relationship" is one of affective factors which influence FL learning. In the past, people used to discuss the influence of cognitive factors in FL learning, and affect has been awarded a subsidiary one. Since the 1920s, the developments in psychology have raised affect to a prominent position. In the 1960s, some humanist psychologists and educators argued that affect was as legitimate an objective as cognition in education, and the attitude of the teacher might determine the success of FL teaching. In the early 1980s, Stephen.P.Krashen put forward his "Affective Filter Hypothesis", in which he said affective filter affected the results of FL teaching and learning, and "teacher-student relationship"
was one of the sources of affective barriers. "The Theory of Balanced Attitude" of Heider also emphasizes the harmonious affects in FL teaching and learning.
Next, communication and affects are the two most outstanding features of language, which determine that FL teaching should be by means of communication. FL teaching should be carried out in a safe and active environment so as to lessen the students' tension and anxiety, and improve the acquisition efficiency. So in the modern times, when cultivating students' communicative competence is regarded as the aim of FL teaching, the development of teacher-student relationship is emphasized in the new "National Course Standard for English".
The factors influencing FL learning lie in inner factors (students) and outer factors (environment and teachers). Students are the main factors in language learning. They are controlled by their motivation, attitude, anxiety and self-confidence. Without the active participation of students, the teaching aim is to be in vain even with the best teacher, textbooks, methods and environment. We can't overlook the teacher's function in FL teaching. A teacher is the organizer, participant, conductor and researcher. The co-operation between teachers and students will influence the effect of FL teaching.
Then, the research on the relation between teachers and students and the student's achievements in study supports the former opinions. And also shows us:
1) Students' attitude towards a teacher is closely related to the teacher's communicative competence.
2) Students' achievement is closely related to the level of the harmonious relation between the teacher and the students.
3) A good teacher -student relationship is more important to those slow students than to those excellent students.
4
外语教学是一门语言教学。语言的交际性决定了外语教学更应借助师生之间和谐、默契的情感交流。因此，外语教学对师生关系、教学情景和沟通手段的要求都要胜过其它学科。为此，本文从师生关系的角度探索情感因素对教与学的影响，并采用分析、调查、举例等方法，探讨在中学外语教学中建立良好师生关系的意义及其途径。
首先，文章告诉人们“师生关系”是教学过程中最基本最重要的人际关系，是师生传递信息、交流情感的过程，是教育教学得以顺利进行的媒介。良好的师生关系表现在：教师尊重、热爱学生，对学生有信心和耐心；学生尊敬、爱戴老师，并在教学中与老师很好地配合。有了良好的师生关系，教师传授的信息学生才乐于接受。因此，师生关系的培养在教学中起重要作用。
师生关系对教学的影响属于情感因素的范畴。过去人们习惯于讨论语言的认知因素对语言学习的影响，情感因素被视为附属因素。20世纪20年代以后，心理学的发展将情感因素提升到显著地位。20世纪60年代，人本主义心理学家和教育家们提出了情感与认知一样是教育的重要内容和目标。教师的态度决定课堂教学的成败。80年代初，美国心理学家克拉申的“情感过滤假说”指出情感障碍越强，输入大脑语言机制的东西就越少。其中“与同学、老师的关系”是情感障碍来源之一。心理学家海德的“态度平衡论”对英语教师在教学中加强情感协调和缩小两极分化很有启示。
其次，语言教学的特点之交际性和情感性，决定外语教学要实现交际化。外语教学应建立一个有安全感的、生动活泼的环境，以减轻学生的紧张与焦虑。实践证明拥有融洽的师生情感更有利于宽松和谐环境的营造。因此，在交际能力日益受到重视的时代，师生情感的培养日益受到关注，相关论述已被纳入新
巅
硕士学位论文
入认51，I一R’S’l!!ESIS
的《高中英语课程标准》。
影响学生外语学习的原因主要分内部因素(即学生)和外部因素(即环境
与教师)，学生在外语学习中的动机、态度、焦虑和自信左右着他们的学习，
没有他们的努力，即使有最好的教师、教材、方法、环境，教学目标也只是空
中楼阁。教师虽是外因，但其主导作用不容忽视，他们是语言教学中的组织者、
参与者、管理者和研究者。师生合作的成败往往直接影响教学的效果。
接着，来自外语教学中“师生关系与学生学习状况的相关研究”的结果也
支持了以上观点。并得出结论;1)教师沟通能力与学生对教师的态度有密切联
系;2)师生关系的协调程度与学生成绩的起伏成正比:3)良好师生关系更利于
差生的成长;4)目前，大多数外语教师的沟通能力还较差，有待日后改善。
最后，笔者针对如何建立良好师生关系提出几点建议:1)提高自身素质，
形成自己的风格;2)理解、接纳全体学生;3)注重学习个性差异;4)给予期望
及成功的机会;5)树立正确的纠错观和评价观:6)运用适当的言行;7)采用灵
活多样的教学方式:8)开展丰富多彩的课外活动。
本文得出以下结论:良好师生关系1)消除了师生沟通的障碍，有利于开展
外语教学的双边活动;2)营造了和谐的课堂气氛，培养了积极的情感，有利于
激发和保持学生学习外语的综合性动机;3)保证了课内外外语活动的顺利开展，
从而优化了校园外语学习的环境，活跃校园生活。只有师生在良好的课堂环境
中密切合作，我们才能顺利达到预定的目标。
Teaching and learning are carried out in the affective communication between teachers and students. Whether the communication channel is unblocked or not is the essential prerequisite for the efficacy of education. So it is necessary for the teachers to care about affective communication between teachers and students, establish good relationship between teachers and students and realize the most efficient transference of knowledge.
FL teaching is a science of language .The nature of language is communication .It determines that the harmonious relation is much more important in FL teaching than in other subjects. For this reason, this thesis focuses on how the relation between teachers and students influences FL teaching and learning, and tries to find out the ways of establishing a good teacher-student relationship.
This thesis is carried out by means of analysis, investigation and giving examples.
First, the thesis tells us that "teacher-student relationship" is the most essential and important human relation in school. It's the process of information transmission and affect communication. And it's the medium of English education. A good teacher-student relationship should be that a teacher loves his or her students, accepts all the students and is confident and patient towards those students, while the students should love and respect their teacher, and co-operate with their teacher. The better the relation is , the more the students learn from their teacher. So a good teacher -student relationship is very important.
In fact , "teacher-student relationship" is one of affective factors which influence FL learning. In the past, people used to discuss the influence of cognitive factors in FL learning, and affect has been awarded a subsidiary one. Since the 1920s, the developments in psychology have raised affect to a prominent position. In the 1960s, some humanist psychologists and educators argued that affect was as legitimate an objective as cognition in education, and the attitude of the teacher might determine the success of FL teaching. In the early 1980s, Stephen.P.Krashen put forward his "Affective Filter Hypothesis", in which he said affective filter affected the results of FL teaching and learning, and "teacher-student relationship"
was one of the sources of affective barriers. "The Theory of Balanced Attitude" of Heider also emphasizes the harmonious affects in FL teaching and learning.
Next, communication and affects are the two most outstanding features of language, which determine that FL teaching should be by means of communication. FL teaching should be carried out in a safe and active environment so as to lessen the students' tension and anxiety, and improve the acquisition efficiency. So in the modern times, when cultivating students' communicative competence is regarded as the aim of FL teaching, the development of teacher-student relationship is emphasized in the new "National Course Standard for English".
The factors influencing FL learning lie in inner factors (students) and outer factors (environment and teachers). Students are the main factors in language learning. They are controlled by their motivation, attitude, anxiety and self-confidence. Without the active participation of students, the teaching aim is to be in vain even with the best teacher, textbooks, methods and environment. We can't overlook the teacher's function in FL teaching. A teacher is the organizer, participant, conductor and researcher. The co-operation between teachers and students will influence the effect of FL teaching.
Then, the research on the relation between teachers and students and the student's achievements in study supports the former opinions. And also shows us:
1) Students' attitude towards a teacher is closely related to the teacher's communicative competence.
2) Students' achievement is closely related to the level of the harmonious relation between the teacher and the students.
3) A good teacher -student relationship is more important to those slow students than to those excellent students.
4
引文
Arnold, J. Affect in Language Learning [M]. London:Cambridge University Press, 1999.
Breen, M. & C. N. Cardlin. The Essential of a Communicative Curriculumin Language Teaching[J]. Applied Linguistics, 1980, (2): 89-112.
Corder, S. Pit. Introducing applied Linguistics [M]. Middlesex, England Penguin Books, 1982.
Dulay, H.et al. Language Two [M]. New York: Oxford University Press, 1982.
Gardner, R. C. & W. E. Lambert. Attitudes and Motivation in Second Language Learning [M]. Rowley Mass: Newbury House, 1972.
Eysenck, H. J. Stucture of Human Personality [M]. London: Methuen, 1970.
Horwitz, E. & Young, D. Language Anxiety-From Theory and and Research to Classroom Implications [M]. New Jersery: Prentice--Hall, 1991.
Krashen, S. D. Principles and Practice in Second Language Acquisition [M]. New York: Pergamon Press, 1981.
Krashen, S.D. The Input Hypothesis--Issues and Implications [M]. New York: Longman, 1985.
Maslow, A.H. Motivation and Personality,2nded [M]. New York: Harper and Row, 1970.
Selinker, L. Interlanguage [J]. IRAL, 1972, (10): 209.
Stephen, P. Robbins. Organization Behavior[M].北京：中国人民大学出版社，2003．
Stern, H. H. Issues and Options in Language Teaching [M]. New York: Oxford University Press, 1992.
Stern, H.H. Fundamental Concepts of Language Teaching [M].上海：上海外语教育出版社，1995．
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Breen, M. & C. N. Cardlin. The Essential of a Communicative Curriculumin Language Teaching[J]. Applied Linguistics, 1980, (2): 89-112.
Corder, S. Pit. Introducing applied Linguistics [M]. Middlesex, England Penguin Books, 1982.
Dulay, H.et al. Language Two [M]. New York: Oxford University Press, 1982.
Gardner, R. C. & W. E. Lambert. Attitudes and Motivation in Second Language Learning [M]. Rowley Mass: Newbury House, 1972.
Eysenck, H. J. Stucture of Human Personality [M]. London: Methuen, 1970.
Horwitz, E. & Young, D. Language Anxiety-From Theory and and Research to Classroom Implications [M]. New Jersery: Prentice--Hall, 1991.
Krashen, S. D. Principles and Practice in Second Language Acquisition [M]. New York: Pergamon Press, 1981.
Krashen, S.D. The Input Hypothesis--Issues and Implications [M]. New York: Longman, 1985.
Maslow, A.H. Motivation and Personality,2nded [M]. New York: Harper and Row, 1970.
Selinker, L. Interlanguage [J]. IRAL, 1972, (10): 209.
Stephen, P. Robbins. Organization Behavior[M].北京：中国人民大学出版社，2003．
Stern, H. H. Issues and Options in Language Teaching [M]. New York: Oxford University Press, 1992.
Stern, H.H. Fundamental Concepts of Language Teaching [M].上海：上海外语教育出版社，1995．
陈茂庆．人格与第二语言习得[J]．国外外语教学，2001，(2)：16．
丛光．影响学生英语学习心理的因素及对策[J]．山东外语教学，1993，(1)：84．
方展画．罗杰斯“学生为中心”教学理论评述[A]．北京：教育科学出版社，1990．
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