随着多媒体技术和计算机网络通讯技术的快速发展，以及《大学英语课程教学要求(2007)》的颁布实施，越来越多的大学开始推进基于多媒体和网络的大学英语教学。大学英语多媒体网络教学模式是以多媒体设备和网络技术为基础的一种生动活泼的语言教学环境。它使学习者接触真实的语料，能极大提高学习者的兴趣以及学习的自主性。这种全新的教学模式使传统的教学手段、教学环境等都发生了很大的变化，极大促进了大学英语的改革，同时也使得教师学生的传统角色发生相应变化，传统的师生关系受到挑战。为了更好的研究大学英语多媒体网络背景下的新型师生关系，本研究主要以现代教育技术理论，建构主义理论，教师发展理论为基础，提出了两个研究问题：1）在大学英语多媒体网络背景下师生对各自角色的认知与期望2）如何构建大学英语多媒体网络教学背景下新型的师生关系。本研究采用了定量和定性结合的研究方法。研究对象为河南科技大学的师生，定量研究材料来自于70名大学英语老师和409 名非英语专业2009级学生的问卷调查；定性研究材料来自于16名大学英语老师的访谈和课堂观察；经过详细数据分析，主要研究成果如下：1、在大学英语多媒体网络教学环境中，教师定位于9种角色：引导者和促进者，组织者，课程设计者和开发者，顾问和协助者，监控者，评估者，中介者，终身学习者和教学的研究者，朋友及榜样。2.、在大学英语多媒体网络教学环境中，学生定位于2种角色：自主的学习者和教学活动的主体。3、根据全新的师生角色从而推断出全新的师生关系：平等与尊重，民主与合作，沟通与理解。4、分析研究显示目前在构建新型师生过程中遇到的问题包括：教师态度转变的困难，外语师资的现代教育技术培训滞后，多媒体的不合理运用，以及由于人机对话代替师生对话，而使得师生情感距离被拉大，大学英语教师和学生难以进行有效地交流等等。最后，研究者从教师，学生，学校三个层面提出大学英语多媒体网络教学环境下构建新型师生关系的建议。总之，师生关系是教育活动中最重要、最核心的人际关系。研究大学英语多媒体网络教学环境下的新型师生关系既有很强的理论意义，又有鲜明的实践意义。

With the rapid development of multimedia and internet technology, as well the implementation of College English Curriculum Requirements (MOE, 2007), an increasing number of universities and colleges have adopted multimedia and network-based college English teaching(MNCET) which combines the modern multimedia applications with network-supported technology to create a vivid and vigorous language learning and teaching environment. The introduction of MNCET has made a great impact on the traditional English teaching. It helps expose learners to more authentic language, which sustains learners’ learning interests and promotes learning autonomy. This kind of new teaching mode brings up the innovation in the teaching area and influences the traditional roles of teachers and students. Unavoidably it will produce a great challenge to the traditional teacher-student (T-S) relationship.In order to make an exploration of the new type of T-S relationship in MNCET, this thesis addresses two research questions on the theoretical basis of modern educational technology, constructivism and teacher development: 1. What are the perceptions of university teachers and students about their roles in multimedia and network-based college English teaching? 2. What are the factors contributing to the establishment of the new type of T-S relationship in the application of multimedia network in college English instruction?In this study, both quantitative and qualitative methods are employed including a questionnaire survey, interviews and classroom observations. All participants are from Henan University of Science and Technology (HAUST). The major findings of the research can be generalized as follows:Firstly, nine main roles of teachers in MNCET are identified: guide and facilitator, organizer of more efficient teaching activities, course designer and creator, consultant and collaborator, supervisor, assessor, mediator, lifelong learner and researcher, friends or models.Secondly, two main roles of students in MNCET are analyzed: the autonomous learner and the subject of learning.Thirdly, a new type of T-S relationship in MNCET can be resulted: equality and respect, democracy and cooperation, communication and understanding.Fourthly, problems in building the new type of T-S relationship: difficulty in changing teachers’ concept; the lag of training on modern educational technology for foreign language teachers; unreasonable application of multimedia and network; the widening emotional distance of teachers and students due to the replacement of T-S dialogue by man-machine dialogue; difficulty for English teachers and students to communicate effectively.Lastly, this thesis makes suggestions from three aspects of teachers, students and universities about how to construct such a new type of T-S relationship in MNCET.In a word, T-S relationship is the most important and core interpersonal relationship in education. Therefore, the study of a new type of T-S relationship in MNCET is of great significance both in theory and practice.