师生关系是教育教学中最基础、最重要、最复杂的一种关系。它不仅会影响到学生的身心健康发展，同时对教师的职业发展也有重要的影响。师生之间的沟通交流主要是通过课堂教学实现的，因为课堂教学最主要的形式是教师和学生之间的语言沟通。所以本文通过研究教师话语和学生话语来探究如何建立和谐的师生关系。 本研究是一个量性研究和质性研究的结合体。以“情感过滤理论”，“面子理论”和“输出假说”为支撑。作者首先向高一年级825名学生发放了师生关系调查问卷，然后通过SPSS18 工具来统计，找出在“亲密性”和“依赖性”维度平均得分最高，且在“冲突性”和“躲避性”维度平均得分最低或较低的一个班级，以及在“亲密性”和“依赖性”维度平均得分最低，且在“冲突性”和“躲避性”平均得分最高或较高的一个班级。通过被选两个班级的60节英语课堂教学实录以及国内外相关文献来对比分析两个班英语老师和学生课堂话语的不同特征。然后由作者整理出在“亲密性”和“依赖性”维度平均得分最高且在“冲突性”和“躲避性”维度平均得分最低或较低的班级的英语老师和学生的话语特征，将之以报告的形式传达给在“亲密性”和“依赖性”维度平均得分最低且在“冲突性”和“躲避性”平均得分最高或较高的班级的英语老师。由该班英语老师负责进行实验，作者以听课的形式进行监督和督促。两个月后，由作者再次向该班发放师生关系调查问卷来观察各个维度上的平均得分是否有所变化。两次调查的结果通过SPSS 19 配对样本t检验的方法来查看前测和后测中四个维度是否存在显著差异。 研究结果发现：经过两个月的实验，在“亲密性”，“依赖性”，“冲突性”和“躲避性”四个维度上，两次测验的结果都存在及其显著的差异。 因此，实验结论为：课上，老师少说，学生多说，老师给学生更多的机会和时间进行思考后提出疑问和，老师以学生的问题作为出发点进行讲解和教学，给学生更多自由可以改善师生关系；老师多问开放性问题，给予更多的元语言反馈，引出反馈和重复反馈可以改善师生关系；老师认为形式和内容同等重要，课上多用幽默风趣的语言、礼貌用语、赞扬语和流行语，利用多种面部表情、肢体动作也有同样的效果。老师将一些热点问题，时事新闻用到教学内容中也可以促进师生关系的和谐发展。

Teacher-student rapport is, in education and teaching, the most fundamental, important also complicated interpersonal relationship which has significant effect on the students' health and growth as well as teachers' professional development. The communication between teachers and students always happens in the process of teaching because the most principal form in teaching is the oral communication between teachers and students. Therefore, the author researched on teacher talk and student talk in order to find effective ways to build harmonious teacher-student relationship.The research is a combination of quantitative research and qualitative research based on “affective filter hypothesis”, “the face theory” and “output hypothesis”. The author firstly sent out teacher-student relationship questionnaires to 825 students in Grade 1 in a senior high school and then found a class whose average score on the dimension of “intimacy” and “dependency” was the highest and on the dimension of “conflict” and “avoidance” was lower or the lowest, as well as a class whose average score on the dimension of “conflict” and “avoidance” was the highest and on the dimension of “intimacy” and “dependency” was lower or the lowest. According to the 60 live English classes videos and the observational points the author collected that were related to teacher talk and student talk from the literature, the author made a comparative analysis of the characteristics of the teacher talk and student talk in the two classes. And then the author gave advice to the teacher whom the students developed less harmonious relationship with on the basis of what the author observed from the live videos of the other class. It was the English teacher in this class who was responsible for doing the experiment. The author was in charge of supervising and urging her through attending her lectures during the two months. Two months later, the author distributed teacher-student questionnaire again to this class to see whether there were some changes of their responses and the results of two tests were examined through SPSS 19 to do Paired Samples T-test.Results of the experiment indicate that there is significant difference between pre-test and post-test in the dimensions of “Conflict”, “Intimacy”, “Attachment” and “Avoidance”. Therefore, a conclusion can be drawn that the following factors can contribute to a good relationship between teachers and students: the teachers speak less, give students’ more freedom to initiate questions, ask more open questions, provide more meta-linguistic feedback, more elicitation feedback and more repetition feedback, focus on form as well as content, use humorous, witty and polite words and compliment, have varied facial expressions and body movements, and add some catchwords, some current news and hot issues in class.The paper also provides some implications for teacher to follow in English teaching.