Teaching Personality Research

As the society is developing, the issue how to cultivate students'personality of acting and thinking independently arouses wide concern among people. Undoubtedly, shape the personality dependents on correlations of multiple factors as well as other prerequisites. If teachers'influence and effect to the formation of students'personality is verified and ensured, we ought to acknowledge that the prerequisite of formation of students'personality is whether the teaching possesses personality or not. Thus, on a basis of grasping teaching personality of current elementary and secondary school teachers, to explore channels and strategies of teachers'teaching personality deserves positive and actual significances to improve school's management together with to promote development of teacher professionalization.As a result, the cruces of the issue is not that teaching personality is demanded but that what kind of teaching personality is demanded. Teaching personality to teaching embodies intrinsic mature of good teachings, displays a kind of independent, free, exceeding and initiative conditions of teaching, and performs valuing life, caring for personality, advocating wisdom, pursuing self-fulfillment and seeking a happy life of teaching mood in its true sense. Teaching personality to teachers themselves principally shows teachers'regular grasp of teaching activity, creative master and profound discern of teaching as well as integrated accomplishment of quick mind and tactfulness. Without doubt understanding of teaching personality is far away from easy. A namely scientific definition of'reeking silk'justly reveals unimportance of teaching personality, even minor unimportance. Heidegger once said that people usually make'human'nature as a starting point is false, and that whether we question what people are and who people are is totally wrong. For in this who and what we have already looked into one personality or one target. And it means in'what'and'who', human nature has shaped, and it exists already, so it is. Therefore, so is the question of teaching personality. If we try to illustrate teaching personality by'entity', the vivid nature of teaching personality has been covered. It also dispels what the question of actual teaching personality is, and it fails to examine the original meaning of teaching personality. Of course, this doesn't say that people can understand teaching personality in any way. If we shift our perspective to specific and current actual teaching scene, we may get one kind of answer from'teaching character is not something'. In our opinion, teaching character is not that teacher playback and copy others and forget their own creation and formation in the teaching. It is not narcissism and confinement and is not that we forget the conversation and interchange in our life. It is not mean that we can abstract, for willful and we can ignore moral expectation and code of ethics. It is not deliberately mystifying and unnatural and is not that we forget the truth, sincerity and the proper teaching tone. It is not also that we purse'new'and'strange'and'special'deliberately and we forget the personality of'simplicity','earnest', and'practical'. From this point of view, the teachers' teaching character is dynamic, generated, created, free, developing, exceeding, specific, historical, and rich, open and so on. The nature of teaching character embodies the unity of uniqueness and stability, the unity of stability and dynamics, the unity of achievement of others and you, the unity of regularity and purposefulness, and the unity of internal quality and external behavior. In spirit, teaching character embodies subject consciousness, free awareness and innovation awareness and transcendental awareness; in behavior, it embodies reconstructing teaching goal, activating teaching text, generating teaching process, manipulating teaching methods. Meanwhile, we must have a clear consciousness for the distinctions and relations among some concepts: teaching character, the personality of teacher, personalized teaching, the similarity of teaching, the art of teaching, the wisdom of teaching.Value is a positive role and significance of something for the subject. Based on different value subjects, teaching character owns different value. For teachers, teaching character have some value such as establishing subject consciousness, innovating the life of teaching, achieving self-realization, promoting the stages of teaching. For students, teaching character has the value of promoting cognition, self-restraint, making life meaningful, developing their personalities. For teaching itself, it can have the value of returning to nature and improving teaching character. For society, it has the value of conforming to the society, cultivating talents, back-feeding society and get the liberation.Teaching personality has great important value. However, in the teaching process, due to the influence the traditional culture, the fatter of school system the impact of modern life, the dissimilation of role conciseness, the ablation of teaching habits make teaching personality deficient. It mainly embodies teachers subjectivity lost, teaching process unity and the separation of teaching relation. In order to future discuss the reason of teaching personality deficiency and mechanisms of teaching personality development, we should abandon teaching personality or the teachers dynamic performance, or the result external influence. Using Bourdieu's theory, as the instrument of analyzing teaching personality,we can find that teaching personality is interdependent, not alone. The development of teaching personality is not only dependent on teacher's subjectivity, school's objectivity, but also dependent on teaching history and teacher's relation. Teachers recognition forms the dynamic element of teachers subjunctives, teaching system forms external convention of teaching personality, teaching culture forms value guidance of teaching personality, teaching daily life forms the medium and background of teacher's recognition, teaching system and teaching culture. Teacher recognition plays a role by teaching daily life, thus, influence teaching personality. Teaching system and teaching culture play a role by teaching daily life to work on teacher, thus, to promote or hinder the development of teaching personality. From the view of field theory, understanding teaching personality would better reveal the relationship between teacher's subjectivity and external condition, and the mechanism of relationship.Teacher identification is the main factor of the formation of teaching personality, and it mainly refers to teachers'understanding of being a teacher during the professional teaching practical process of individual or collective teachers. Teacher identification is also the cognition, thinking and view of teachers toward themselves'who I am','what should I do'and'why should I do in this way'and to internalize these thinking into process of daily teaching value and practical behave of professional teaching. As a teacher of'human', identification stresses status identification, and it aims at individual teachers could realize that individuals belonging group of teachers. They can accept and carry out codes of conduct, principles and value of a group to achieve a kind of group feeling. As the people of'teacher', identification emphasizes profession identification. It gives individual teachers requirement of self-achieving feeling in a group and efforts to specialize themselves. They may demonstrate their characters in the group marking a position in group members. Teacher identification is the foundation and prerequisite of developing of teaching personality. That's because without reasonable and appropriate acknowledgement, location and planning for themselves teaching personality easily lose direction and quality it should have. Equally as teachers'teaching pursuit and self-realization, teaching personality finally realize itself. It also achieves self-identify in this process. As a factor of teachers'developing, teacher identification and teaching personality are interrelated; as a process of teachers'development; they are a boost and medium of each other; as a consequence of teachers'development, the two factors bring out the best in each other and get unifying. Between teacher identification and teaching personality, they maintain a kind of tension between society and individuals, people of being given to and self construction and obeying theory and practice as well as functional exist and living exist. This kind of tension determines the degree of teaching personality. But we should notice that as a modern product, teacher identification suffers crisis. Deconstruction of ego identity, pinch of self sense and losing of meaning of themselves appear among teachers.Teaching system is a kind of regulation system while a kind of teaching relationships in structure meaning. General viewpoints concerning with teaching personality and teaching system usually make people sense opposes and conflicts between them. Negative teaching personality should not have limitation, and cast away restriction of teaching system. According to them, teaching system not only departs from freely development of teaching personality but also it is impediment of its development. Absolute point of teaching personality thinks that it doesn't accurately realize the essence relationship between teaching personality and teaching system. In fact, the production, the existence and the development of teaching personality is dependent on teaching system; the genesis, the supply, the choice and the transformation of the teaching system are influenced by the complete development of the teaching personality. Therefore, teaching personality and teaching system are interdependence, not diametrically opposed. Teaching personality is achieved by teaching process. Therefore, the stretching fore of teaching system and teaching personality is embodied by the stretching force of teaching system and teaching activities. Therefore, teaching system and teaching activities are interdependence. Teaching system holds the character of criterion, teaching activities holds the character of innovation; teaching system holds the character of publicity, teaching activities holds the character of individuality; teaching system holds the character of stability, teaching activities holds the character of dynamics; teaching system holds the character of feasibility, teaching activities holds the character of possibility. Teaching system and instructional activity restrict each other in ensuring teaching free, shaping teaching life, advocating teaching democracy, and cultivating tolerance. Meanwhile, both of them get to the dialectical unity in the largest care for teaching which takes the development of people as the purpose. Once the teaching system is formed, it will have a certain stability. Based on the stability, teaching system provides premise and security for the formation of teaching character. However, the stability of teaching system is likely lead to the inertness and sluggishness, lagging behind the changes of instructional activity and becoming the obstacle of teaching personality formation. In the current teaching system, hierarchy of domination, the power of the discipline, groups of encroachment, the rules of generalization, teaching creative hamper the development of teaching personalities.Teaching culture mainly consists in teaching ideology, teaching emotions, teaching beliefs and teaching value, etc. It belongs to unpredictable and difficult to operate the non-behavioral aspects that is not the carrier culture and cultural activities, but a spiritual culture. The cultural function of director has two aspects: One is the formation of group congruence value concept to integrate order; second is the form of individual subjective experience to regulate the behavior of people. The close relationship between the teaching culture and teaching personality is not only for the formation of teaching character providing the basis to judge, but also plays a certain role of regulation. Meanwhile, teaching personality also has a promoting role in teaching culture, not only for teaching culture providing the identity basis, but also improving teachers' self-efficacy and enhancing teachers' value pursuit. In the multiple effects and interwoven of the teaching culture, there exists isolation and cooperation, control and open, science and humanities, conservative and innovation between the teaching culture and teaching personality which makes teaching culture in tension to maintain vigor and vitality for the generation of individualized instruction to provide guidance value. However, due to the impact of instrumental rationality, the technology culture is popular in the current teaching, and appears operation of teaching objectives, teaching programmable, teaching evaluation quantification.The teaching routine of the teacher is the teaching daily life of the teacher, is the background of a teaching personality to show. Daily life in teaching, to a certain extent, can meet the life needs of the teacher's individual survival, development and enjoyment owning survival value, the value of development value and enjoyment. By the teaching daily life, teacher can realize self-development, self-improvement, teaching wisdom, teaching spirit and teaching personality. Teachers can meet the basic survival needs, at the same time, they can also experience and enjoy the teaching life, and gradually understand the meaning of life during the daily teaching life. Meanwhile, we should see that in the process of generating and show, the connotation and freedom, innovation and beyond consciousness and quality of teaching personality plays a crucial role in teaching daily life. Teaching activities as a human life activity, is a creative activities to show the living wills and nature, promoting the development of living. In the progress of teaching daily life, there presents qualitative and critical, autonomy and self-behavior, simplicity and complexity, continuity and discontinuity, closeness and openness to provide some room for the occurrence of the teaching personality in the teaching daily life. The inertia in the daily life, the way of empirical thinking and activities schema making instructional activity become experience, habit-based and common sense, which covered teaching personality.The formation of teaching personality is a systems programme, not by unilateral reform but a long-term process, not through the temporarily reform. Therefore, in the process of the formation of teaching personality, we should consider the internal factors and the external factors that affect the formation of teaching personality. Only in this way, it is possible to provide a good ecological environment in the teaching field for the formation of teaching personality. To stimulate teaching personality, we should achieve understanding our self, self-confirmation, self-elimination of teacher identity crisis, the establishment of teacher self-awareness. Then, we should rebuild the education system, including the implementation of school-based management, increase teacher empowerment, strengthen school-based teaching and research, promote cooperation in the teaching profession, reform the teacher evaluation system to guide the development of individual teachers, examine institutional ethics, awaken teachers'life consciousness. Next , we should respect for life, nurture the intellectuals spirit for teachers, strengthen teacher literacy, construct teaching community to rebuild the teaching culture. Last, we should reshape the teaching daily life through constantly self-renewing, pay attention to key events, create a complete way of life.