Research On School Teaching Counseling Based On Primary School Students' Learning Needs

Teaching counseling is an important step in school classroom teaching procedures. However, in recent years, extracurricular tutoring classes are very popular among students and parents, which attracts a lot of attention from the media as well as the researchers. This study adopts the literature research and questionnaire methods to investigate the teaching counseling at school as well as students’needs for it. On this basis, this study also offers effective approaches of teaching counseling at school.After analyzing the necessity of teaching counseling, this study randomly selects 300 students from 5 primary schools in Nanjing and questionnaires are distributed to them.272 questionnaires are collected, among which 257 are effective.The statistical software SPSS20.0 is used to analyze the data collected from questionnaires and it is found that 66.9% of students in the survey never or seldom (once a month) receive teaching counseling at school while 72.8% of them choose extracurricular classes for tutoring, showing the great imbalance between classroom counseling and extracurricular tutoring.After comparing the basic information filled by students in questionnaires, the researcher finds that there are three striking differences between students. The first is that extracurricular tutoring has a greater effect on students in low grades than those in high grades. Second, students with better academic performance receive the teaching counseling at school more frequently than those with relatively worse performance. Third, extracurricular tutoring has a better influence on students whose parents pay little attention to academic scores than those whose parents keep an eye on academic performance.After analyzing the overall situation of tutoring received by students, the researcher discovers that 79.4% of all students who receive tutoring are poor in Chinese, Math and English, indicating that most students have urgent needs for counseling in these three subjects. Students’poor academic performance can be explained by lack of interest, learning methods, and teachers" counseling. Besides, most teachers" counseling focuses on the analysis of courses and scores and ignore students’ learning methods, attitudes and interest.Apart from this, two thirds of total students note that extracurricular tutoring is not enough. This is not proportional to the input of material and time of parents for students tutoring. And 77% of total students are not satisfied with extracurricular classes.Through questionnaire analysis and interviews, this study tries to summarize primary school students’needs for teaching counseling and explore reasons accounting for these needs from four perspectives:the society, families, schools and students themselves. Reasons can be summarized as follows. First, schools and families care too much about students’academic scores. Second, parents follow suit. Third, schools do not perform their duties well. Fourth, teachers do not have enough time for every students’counseling. In response to these four reasons, this thesis attempts to offer approaches to improve school teaching counseling from five aspects:government, families, schools, teachers and students themselves.