对话式师生关系及其实现途径

Dialogic teacher-student rapport and approaches for achieving

本研究以马丁·布伯的对话理论为背景,对初中课堂中的师生对话进行质性分析,以增进当前的师生关系。在分析中,一种亲和的、对话式(布伯称之为"我—你"关系)的师生关系呈现出来。结果显示,互惠的对话是建立亲和型师生关系的桥梁和纽带。在对材料进一步挖掘和分析后发现,欲实现"我—你"的师生关系,教师须在其精神层面具有较高的自我意识和存在意识。研究对象——教师L,其作为学者和教师的精神追求促使其实现与学生之间真正的对话关系,同时也帮助学生提升了自我意识。

This study is in perspective of Martin Buber’s dialogic theory,utilized basic qualitative study for analyzing classroom dialogue between teacher and students in a secondary school,aimed to enhance current teacher-student rapport.Based on the first step analyses,a bonded and dialogic teacher-student rapport(I-Thou relation as Buber called)emerged in this article,the results suggest that reciprocal dialogue is the avenue through which teacher-student rapport is built.Furthermore,we would like to explore in more depth,for purpose of finding out the way of achieving‘I-Thou’relation.The result shows that a key point of achieving I-Thou relation is to be at one’s soulful level,participant teacher-teacher L’soul of being as a scholar and teacher helped her reach a heighted awareness of living,she has genuine dialogue with students through inclusion,helps students be aware as well.