Talent is the foundation of national development and innovation, and the key factor to win economic and scientific competition.And the first position of talent training is undoubtedly the school, how to train the talent to meet the needs of economic and social development is the school's central task.At present, with the urgent demand for high-quality scientific and technological talents, the scale of postgraduate training in China has reached an unprecedented height.Combined with the construction of teacher ethics, I discuss how to develop a good relationship between graduate students and mentors.
The relationship between tutor and graduate student has multiple social attributes and is a mixture of social relations.Teacher, preach and teach to solve the confusion.The primary role of teachers is obviously that of educators and teachers.Students, the subject of homework education, are apprentices.Therefore, the first kind of relationship between graduate students and mentors is teacher-apprentice relationship.A teacher and a friend, both a teacher and a friend.Obviously, friendship is also a common way of getting along with teachers and students.Not relatives, better than relatives.To regard graduate students as siblings, their own children, careful guidance and care, this kind of kinship is a rare kind of relationship between teachers and students.In addition, there is also a cooperative relationship between teachers and students, and they share joys and sorrows, overcome difficulties and seek win-win situations.Of course, using graduate students as company employees and mentors as company bosses is also common in the teacher-student relationships.These relationships differ between different mentors and graduate students, and the results are naturally very different.Some get along happily, some are at odds with each other, some violate students' rights and interests, and some are confronted in court because of their interests.Mentors do not guide, students do not learn; Mentors are indifferent to graduate students, graduate students have a hard time with the mentor; Mentors always press students, graduate students against the mentor.These are unhealthy postgraduate mentor relationships.How to grasp all kinds of social relations, keep the original intention, do not exceed the principle, seek win-win situation, is the graduate student and tutor common problem.
Combining their experiences as graduate students and graduate mentors, this paper discusses two points of view on how to develop a good teacher-student relationship from the perspective of graduate mentors.
不1（1）Don't forget your initial intention, focus on students, and focus on talent development.Education is a project of conscience, and although it is aimed at students, it is the whole family behind the students that is involved.Therefore, whether students graduate successfully, whether they are successful, directly related to the future and happiness of millions of families.That is the sanctity of education.As an educator, we need to maintain a sense of awe and persevere in making a little contribution. We cannot simply treat education as a job of supporting our family, and we cannot convert all our efforts into income and welfare.Education work should always adhere to the student-centered educational philosophy, always for the sake of students, always think about students, always think about students' career path.
(2) seek common ground and save differences, seek win-win, and create a solid community of interests.Like-mindedness, unity, and the pursuit of win-win is a model of teacher-student development that most graduate students and mentors expect.However, in fact, there may be huge differences between tutor and graduate students in personality traits, outlook on life, values and so on.Once the teacher-student relationship is at odds with each other, the relationship between teachers and students, friends, relatives and other relationships will survive in name and reality.To seek common ground, to respect each other, to understand each other, to embrace each other, to learn to think in a different place, is the foundation of the graduate students and mentors to seek common development.Apart from all kinds of relationships, there is a natural interest relationship between graduate students and mentors.This kind of relationship is often accompanied by conflict and contradiction, which is the fundamental factor of the deterioration of the teacherGraduate students and mentors rely on each other to carry out scientific research work in cooperation with each other and obtain scientific research results together.However, there is a big difference in interests, such as the tutor wants to publish high-level academic papers to improve their academic status in the field, but the graduate may choose some low-level journals to meet the graduation requirements.It is impossible to realize the interests of one side. Only finding a balance between the two and achieving win-win is the fundamental way for the healthy development of the relationship between graduate students and mentors.
As a teacher and apprentice, the teacher is devoted to teaching, and the apprentice is diligent; as a friend, live in harmony, care for each other, help each other; as a relative, care, care, regardless of gain or loss.Among them, the teacher-apprentice relationship is the bottom line, cooperator status is the normal, friends and relatives relationship is sublimation.Only by keeping the bottom line can the teacher-student relationship not become deformed, and only by seeking win-win results can the teacher-student relationship develop harmoniously.Whether it's a teacher or a student, a friend, a relative or a collaborator, it's all about protecting graduate students' growth.A healthy relationship with a graduate tutor requires that the mentor never forgets his original intention, keeps his duty, takes the road of scientific research and life as the work center, less gain and loss calculation, and more selfless dedication.