Understanding Instead Of Teaching

For a long time, in high school education stage, school teachers are often concerned more about the students’ academic performance than about other things for the academic pressure. Thus, it will easily lead to a lack of mutual understanding between students and teachers. The teacher-student relationship is difficult to be harmonious; teachers can not truly master the students’thoughts. All of this will be unfavorable to the teaching activities and the growth and development of students.Based on the perspective of teaching ethics, this paper focuses on the teacher’s teaching empathy in the daily teaching activities. And in this paper, the phrase teaching empathy has three connotations:positively focus, truly understanding and accurately convey. Study on the teaching empathy can bring some benefits. On the one hand, it can help to promote the teacher-student understanding, thus improve and refine the relationship between teacher and students. On the other hand, it also can help teachers themselves to think deeply about their teaching activities, promote their professional happiness and increase their working enthusiasm. So, it is necessary to focus on the teacher’s teaching empathy in the daily teaching activities.This paper adopted qualitative research methods to present a high school English teacher’s behavior how she carried out the teaching empathy in the daily teaching activities, holding the purpose to unfold the real practice of her teaching empathy. This paper normally consists of the following parts:The first part is about the preface, describing the background, purpose and meaning of this research, including the definition of the core concepts. Also, the current research situation and the research methods as well as implementation process are included.The second part is about how the research is processed. Mainly introduces the theoretical preparation, how to choose the research object, the establishment, process and the collection of data.The third part is the body of this paper. By telling teaching stories, we can flame out the structure of this paper. Thus, we can clarify and depict systematically the current implementation of teaching empathy through the following three parts: empathy on language, on the character and on teaching. Meanwhile, we can find that this teacher’s teaching empathy is affected by her educational ideal, teaching life and the development of her school. In the end, how the teaching empathy works is also be concluded.The forth part is the suggestion and enlightenment part, mainly focusing on the teacher and the system culture of the school that, for teachers themselves, they should promote the empathy ability by building firm career identity, perfect their professional skills and clear the degree of empathy. And for the schools, they should make efforts to create the reasonable material basis and school rules, advocate an empathy culture and provide teacher training channels.The fifth part is about the reflection and prospects from the following aspects: the choice of the subject for the study, the analyze of the teaching stories, the research of the influence and the last one, researcher’s subjective idea’s impact on the results of the study.