Research on the Improvement Path of Teacher-Student Relationships in Applied Undergraduate Universities Based on Grounded Theory *

Abstract

To address issues such as the weakening of emotional bonds, mechanical and monotonous interactions, and rigid teaching forms in traditional classrooms of applied undergraduate universities, this study employs the grounded theory research method. Through theoretical sampling, semi-structured interviews were conducted with relevant teachers and students. After open coding and axial coding, six main categories were extracted: “mutually beneficial and symbiotic teacher-student relationships”, “authoritative and mechanical teacher-student relationships”, “instrumental participation of technology”, “ecological participation of technology”, “embodied practice dimension”, and “symbolic abstraction dimension”. The logical relationships between these main categories were organized, and the core category of “teacher-student relationships in applied undergraduate universities” was identified. A model of teacher-student relationships in applied undergraduate universities was constructed. Three strategies for improving teacher-student relationships were proposed: “technological optimization”, “cognitive reconstruction”, and “relationship evolution”, which provide insights for promoting the collaborative development of teachers and students in applied undergraduate universities.