A Study On Classroom Well-being Of College Teachers And Students

Along with the development of the society, well-being has aroused much public's concern. Well-being is not only the embodiment of quality of living, but also the goal of human being pursuing. Education-special living shouldn't deviate from the goal. In classroom teaching, the relationship between teachers and students is not only the leader and the mainstay, primarily but also the interaction of the feeling communicating; not only the individuals associate by knowledge, but also the integer depend on the communication of emotion between teachers and students. The ultimate goal of the action of the human being is gaining the happiness; of course, classroom teaching is not the exception, which should be the cornerstone of happiness of the characters in education.This study focuses on the well-being feeling of teachers and students in classroom teaching, in order to improve teachers'and students'understanding of well-being in classroom, furthermore, to set up the well-being classroom teaching, to make the teachers and students teach or study happier, finally, to improve the teachers'and students'ability to be happy.This study devotes to the well-being of teachers'and students'in classroom teaching by virtue of glossaries analysis, and associated with the factors of teaching. What's more, the study compares the well-being in the classroom with in the life, so it enriches the theory of well-being of classroom teaching theoretically, and it helps to instruct the cultivation and building of teachers'and students' well-being in classroom teaching.In the process of research, the author gathered well-being glossaries of teachers'and students' in classroom and living by means of questionnaire, then classified the glossaries of teaching classroom by the colligated dimensionalities:the bodies in classroom teaching, the surroundings of the classroom teaching, the teaching medium and object; and by the specific dimensionalities: teachers, students, teaching methods, teaching object, on the basis, the glossaries are trimmed. At the same time, the glossaries of living were classified by the colligated dimensionalities:object well-being, subject well-being, communicate well-being; and by the specific dimensionalities: self-fulfillment, taste, understand, self-esteem, attaching and affection. After the glossaries were classified, the linguists and psychologists assessed them. At last the ten well-being words, ten no well-being words were chosen of teachers'and students'respectively; the ten reasons of well-being of teachers'and students were also chosen, as a result the formal questionnaire.The subjects had been chosen in 15 colleges or universities in 8 provinces. As for the result, there are 2371 expedient questionnaires,811 of which are teachers', the other are the students'. The result as follow:(1) In classroom teaching, teachers'well-being comes from self-fulfillment; while, the well-being glossaries of teachers congregate on the dimensionalities:the bodies of teaching (teachers and students), teaching objects, and teaching methods.(2) In classroom teaching, students'well-being comes from cognition for themselves, the teaching technology of teacher, teaching surrounding, the percentages are respectively 43.05%, 27.24%,21.52%; while the well-being glossaries of students congregate on the dimensionalities:teaching surrounding, teaching objects, and teaching methods.(3) In classroom teaching, teachers and students are closely associated by teaching objects, and teaching methods, that is, the glossaries of them in classroom teaching are significant correlation (r=0.826, r=0.967).(4) In life, the well-being glossaries of teachers congregate on the dimensionalities: self-fulfillment, cognition; the teachers'well-being mainly comes from the salary as well communicate as relationship. The percentages are respective:45.67%,34.23%,17.03%.(5) In life, the well-being glossaries of students congregate on the dimensionalities:the cognition for well-being and the aesthetic; the students'well-being primarily comes from the doing what they like(58.65%), in addition to, achieving what they do successfully, being respected by others(56.6%), getting the care from others, harmony relationship(54.94%) are all the essential reasons for students'happiness.(6) Well-beings of teacher in life and in classroom teaching are correlative in the dimensionalitie of communication with others and object well-being (r=0.679, r= 0.774); while in the dimensionality of subject well-being,they are puny correlative (r= 0.235); well-beings of students in life and in classroom teaching are significant correlation in the dimensionalities of communication with others and object well-being (r=0.785, r=0.821), while while in the dimensionality of subject well-being,they are not correlative.(7) Well-beings of teachers in classroom teaching accounts for the 32.66%of total well-being; while well-being of students in classroom teaching accounts for the 78.62%of total well-being.In briefly, the teachers'and students'glossaries in classroom teaching congregate on teaching objects, and teaching methods, which are the aspects that connect the teachers with students closely, specifically significant correlation; The relationship is the common reason which effects the well-being of teachers'and students'.In view of the above accounts, the conclusion is obvious:teaching methods, teaching object, teaching bodies, teaching surrounding are the elements of setting up harmony and happy classroom. Besides, improving literae qualification, identifying the goal, cultivating aesthetic qualification, and keep an fine relationship with others are vital to build up the students'well-being; while promoting the professional and aesthetic qualification, pouring affection into teaching, and keep an fine relationship with others are essential to build up the teachers well-being, for the sake of harmony and happy classroom, it is need the collective endeavor to struggle.