A Study On Teachers' Influence In The Age Of Power Decline

Teacher’s influence is a capability that a teacher regulates and change children’s psychological. As the foundation and core areas of education practice, teacher’s influence is a concentrated expression of education influence, which is closely related to improving the quality of education and the cultivation prospect. So, teacher’s influence becomes a topic that cannot be ignored. In previous studies, teacher’s influence is classified as powerful influence and non-powerful influence. Teacher’s powerful influence is constituted by traditional factor, professional factor and experience factor. Teacher’s non-powerful influence is constituted by personal character factor, capacity factor, emotional factor and knowledge factor. As to the relationship between them, domestic researchers hold that they should be mostly organic united. Concerning to their roles, domestic researchers think we should use powerful influence properly and put more emphasis on non-powerful influence. However, what is the limitation of powerful influence, why should we highlight non-powerful influence, what is the background behind them and how can be the influence better, these issues are not sufficiently studied. The exiting researches are vague, lacking the depth theoretical analysis. Author tries to take power recession as the background and start of the study.Power recession means a single world that original power rules has become more diverse and loose. Pluralism is the symbol of democracy and freedom, but the rootless it brought has risks. In the study of the teacher’s influence, diverse needs of students’ needs and pluralistic world would pose challenges to teachers’uniform influence. However, after the power recession, do the students’freedom growth need teachers’ influence? Dose this education power subside? This is the starting point of the study.This study follows the route:objectivism, relativism, and beyond both. First, the research investigates the "uniform" discipline objective tendency, which making it easily to shackle the development of students. Second, in the era of power recession, because of the external pluralistic world challenges, teacher’s power would be in a crisis:"’anything goes" relativism of students’development. Third, the new era requires that non-powerful influence should be served more than ever. Because it not only follows the objectivity ethics of education, but also meets students’diverse development demands. Last, in the institutionalization of education, teacher should use practical wisdom to build teacher’s influence:use powerful influence properly, highlight non-powerful influence; care for students, cultivate them individualized; make efforts to improve oneself, and show the charisma.