Teacher-student relationship is the most central relationship in educational activities, and without high-quality teacher-student relationship, there is no high level of educational activities. In the new period of social development, the outstanding problems in teacher-student relationship have attracted wide attention of public opinion. This paper takes a full-time comprehensive higher vocational college formed by the merger of several specialized colleges as the target of the study, from which a valid target sample is selected. Based on the idea of SHIFU algorithm and greedy algorithm to construct the teacher-student relationship recognition model, we use XGBoost (eXtreme Gradient Boosting) for optimization. Based on the four types of teacher-student relationships identified, a systematic strategy for building modern teacher-student relationships is structured from three aspects: society, school, and teachers and students. The following data were obtained by applying the proposed strategy to the target institutions: the values of the number of students answering questions and solving problems in the experimental class were 46.88% and 40.99% of the total number of students, respectively, which were 4.87% and 5.56% higher than those in the control class. The value of the number and frequency of cooperative exchanges between teachers and students in the experimental class is 52.76% of the total number and frequency, and the satisfaction rate between teachers and students is 49.57%. And the control class is only 44.16% vs. 39.77%. The number of students completing their homework in the experimental class was 95.82%, and the average assessment score was 64.16, which was higher than that of the control class. The strategy has a modernist philosophical orientation and a practical quality, which can make the teacher-student relationship in the new era present a state of moral clarity, intimacy and harmony.
This study reports the results of a national survey of the types and uses of assessments for matriculating secondary students into college Chinese language programs. In addition to providing an overview of college placement procedures obtained from 35 college Chinese programs, the survey also probed into the rationales behind the varied placement procedures across different colleges and universities, the range of commonly used standardized tests and related policies and perceptions, and the perceived effectiveness of such practices by 125 secondary and 74 postsecondary instructors. Our analysis identifies both practices that hinder high school students' smooth transition to college and practices that facilitate the transition and achieve optimal placement in postsecondary Chinese programs. Based on analyses of convergent and divergent practices and perspectives, we recommend a series of principles and strategies for more effective secondary‐postsecondary articulation of Chinese language programs in the United States.
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