HKIER

摘要

本文系統地闡述了過去數十年裏就有關教師之師生互動態度和行為與學生發展之間的關係所進行的研究。關注的重點有三：（1）教師互動行為與學生學習的關係，（2）教師互動行為與學生情緒和社會性發展的關係，以及（3）教師互動行為（或師生關係）的結構和測量。作者發現，這個領域的研究較為一致地支持一個看法，就是師生關係或教師互動態度和行為與學生發展之間具有實質性的關聯，積極的師生互動能有助學生順利發展並取得較高的成就。本文也指出了這個領域中現有研究的局限，並對今後應加強哪些方面的研究提出了建議。

Abstract

This article provides a review of the literature in past decades on teacher interpersonal behavior and its effect on student development. There were three major themes: (1) the relationship between teacher interpersonal behavior and students’ learning; (2) the relationship between teacher interpersonal behavior and students’ socioemotional development; and (3) the structure and measurement of teacher interpersonal behavior. Findings from the literature supported a clear relationship between teacher interpersonal behavior and student development. Positive teacher-student relationship would likely accelerate development and lead to greater success among students. This article also discussed the limitations of existing research, and suggested areas that future research could investigate.