Research on the Reconstruction of Teacher-Student Relationship in Application-Oriented Undergraduate Colleges Based on Curriculum Learning

Currently, the teacher-student relationship in application-oriented undergraduate colleges faces issues such as insufficient emotional connection, power flow imbalance, and organizational structure rigidity, which affect teaching quality and the effectiveness of talent cultivation. Starting from curriculum learning, which differs from traditional one-way knowledge transfer and emphasizes the joint involvement of teachers and students in knowledge construction and application practice, this paper analyzes the connotation of teacher-student relationship reconstruction from three dimensions: emotional interaction, power flow, and structural transformation. It explores the paths and strategies for teacher-student relationship reconstruction in application-oriented undergraduate colleges, effectively promoting the harmonious development of the teacher-student relationship, improving the comprehensive qualities of students and the professional abilities of teachers, and providing theoretical support and practical guidance for teacher-student relationship reconstruction in application-oriented undergraduate colleges.