Constructing Teacher-Student Relationships from the Perspective of Harmonious Discourse Analysis

Abstract

This paper explores how to construct harmonious teacher-student relationships from the theoretical perspective of Harmonious Discourse Analysis. The study focuses on the core assumption of "people-orientedness" and the three analytical principles, namely the Principle of Conscience, the Principle of Proximity, and the Principle of Regulation. Through the analysis of multiple real-life teacher-student interaction cases, this paper aims to address the question of how harmonious relationships between teachers and students can be revealed and constructed through Harmonious Discourse Analysis. The findings reveal that language plays a crucial role in shaping teacher-student relationships, and that the three principles of Harmonious Discourse Analysis do not function in isolation but are interdependent and dynamically balanced, collectively constituting an ideal interaction model characterized by "educating through emotion, reason, and norms alike." This provides a powerful localized analytical framework for understanding and developing teacher-student relationships in the new era.