本研究基于笔者在支教与实习的教育实践中对不良师生沟通的观察，通过整群抽样及随机抽样的方法分别调查了南京市某初中256名学生与27名教师对师生沟通问题的认识。从数据分析的结果得出以下三个结论：学生与教师对师生沟通现状的认知存在差异；应试教育背景下，成绩好坏成为影响师生沟通的障碍；教师与学生均需要沟通技巧的提升与帮助。 鉴于师生沟通对沟通技巧帮助的需求，本研究结合数据分析的结果，从非暴力沟通的视角分析了目前该校师生沟通障碍的四个表现：带有评论的观察是良好师生沟通的第一层障碍；难以真实表达感受是师生沟通中的显著困境；教师对学生需求的认识不清制约师生沟通的持续发展；学生不擅长表达请求制约师生沟通的突破。 针对上述分析，本研究肯定了非暴力沟通运用于师生沟通中的现实需要与价值。一方面建议学校管理者积极组织教师关注师生沟通问题，积极组织学习小组，帮助教师主体学习并运用非暴力沟通理论于师生沟通的实践；另一方面建议教师通过案例教学等方式将非暴力沟通理论传授给学生，促进学生与教师、家长、同伴等的沟通能力。 最后，本研究指出，非暴力沟通的本质是无条件的爱，教师对学生无条件的爱才是和谐的师生沟通的根本良方。

Based on the observation of bad teacher-student communication from the researcher’s teaching experience, this study used questionnaire to investigate 256 students and 27 teachers from a junior high school in Nanjing about their opinions about teacher-student communication and arrives at 3 conclusions as follows after data analysis. There are big distinctions between the recognition of students’ and teachers’ opinion on current situation of teacher-student communication. Under the background of examination-oriented education system, grade becomes an obstacle to teacher-student communication. Both teachers and students need improvement and help on communication skills. Based on the need of teachers and students to improve their communication skills, this study shows 4 problems as follows on teacher-student communication from the perspective of nonviolent communication. Observing with judgment is the first obstacle of harmonious teacher-student communication. Hardly to express true feelings is an obvious difficulty in teacher-student communication. Teachers’ unfamiliarity to students’ needs limits the consistent development of teacher-student communication. Students’ not being good at showing requests limits the breakthrough of teacher-student communication. Based on the analysis above, this study affirms the need and value to use the theory of nonviolent communication into teacher-student communication. On one hand, advice is given to teachers to learn the theory of nonviolent communication. On the other hand, in order to make students to have a harmonious communication with teachers, parents and partners, advice is given to teachers to teach their students about the theory of nonviolent communication. At the end of the study, it is highlighted that the essence of nonviolent communication is unconditional love. Similarly, teachers’ unconditional love to students is the essential way to improve teacher-student communication.