Research On Culture Back Feeding In School Field

In the context of rapid changes,the phenomenon of cultural back-feeding has received widespread attention from the society.This paper adopts the qualitative research method,mainly discusses the phenomenon of cultural back-feeding between teachers and students in the school field,and starts from the three issues of teacher-to-student learning content,influencing factors and the positive function of results.Based on the in-depth observation and interview of 9 interviewed teachers,it is concluded that the contents of teachers’ learning from students have extended from the use of utensils to the penetration of values,and are mainly summarized as professional knowledge,information technology,leisure and entertainment,personality and thinking.There are six categories of ways and behaviors.It is concluded that teachers have many learning content but not enough depth.Taking the Theory of Planned Behavior as the analysis framework,this paper conducts an in-depth analysis of teachers’ learning behaviors,and explains three key factors: learning attitude,subjective norms,and perceptual behavior control to explain the teacher’s intention of learning behavior to students.It is excavating six sub dimensions.On the basis of this,it further refines the beliefs that affect each sub-dimension.It is found from the observation that learning intentions do not directly translate into learning behaviors.They need to promote the actual behavior of colleagues in their emotional support,school tool support,and social openness.Based on this,the author constructed a model of the factors affecting cultural feedback in the school field.Finally,from the four aspects of personal attitude,teaching work,teacher-student relationship and children’s education,summarize the positive functions that teachers bring to students.In short,the cultural back feeding between teachers and students is a comprehensive cultural phenomenon that takes place under the influence of multiple factors.Its behavior has played a role in promoting the harmonious development of teachers themselves and teachers and students.