| Since the 1980s,many researchers have begun to pay attention to teachers'self-support behaviors.The study found that teacher self-support behaviors can have an impact on students'academic achievements,emotional and social developments.With the deepening of the research,researchers began to explore the intervention of teachers'self-support behaviors,but the current interventional researchs on the teacher's self-support behaviors are relatively rare.Based on the shortcomings of existing researchs,this study aims to explore the status quo of the self-supporting behaviors of junior high school teachers in China,namely,the frequency of teacher self-enhancement behaviors and auto-inhibition behaviors,the specific use scenarios,and further verify the effectiveness of the intervention programs.To increase the frequency of teachers'self-enhancement behaviors and reduce the frequency of voluntary inhibition behaviors.To this end,the author designed research one and research two.The purpose of the research is to investigate and evaluate the status quo of junior high school teachers'self-support,including three parts.The first part is to collect the specific autonomic support behaviors of junior high school teachers by using natural observation method.The second part is to fill out the "Frequency Table of Self-supporting Behavior of Junior Middle School Teachers(self-edited)",and combine the results of the first part to finalize the teachers.The high-frequency self-support behaviors;the third part is to collect the emotional response of students in the face of teachers'high-frequency self-support behaviors,and the students fill out the author's self-edited"Emotional Open Questionnaire",which aims to solve the answers of Study 2 prepare for.The conclusion of Study 1 is that the teacher's listening behaviors,the reason for the teacher to provide the student's actions,the teacher's prompt to the students,the teacher's time for the students to discuss,and the teacher's statement should be the teacher's higher scores.The teacher allows the students to do things in their own ways,the teacher's praise of the student's feedback,the teacher's encouragement to the students,the teacher's response to the student's questions,the teacher's question what the students wants,the teacher's statement of the student's acceptance of the point of view,the teachers only paying attention to the time that oneself said,the teachers directly presenting the solution or answer,the statement of the teacher's time limit,the teachers directly criticizing the student,the teacher's occupation of time or the monopoly learning material is the behaviors of the teacher's lower scores.The second study was to conduct online intervention on the self-supporting behaviors of junior high school teachers.The intervention group(5 junior high school teachers)trained through the WeChat small program.The intervention was divided into 4 times,twice a week.The topics were followed by experience review and lectures.,students speech scenes and classroom organization scenes,a total of 86 questions,the control group(5 junior high school teachers)do not deal with.Before and after the test,the students fill out the"Learning Atmosphere Scale"and the"Learning Input Scale",which were distributed and collected by the researchers on the spot,and a total of 400 questionnaires were collected.Through the analysis of variance of the Learning Atmosphere Scale and the Learning Input Scale,the results show that there is a significant difference between the learning atmosphere and the learning input,indicating that the intervention program is effective.However,among the three dimensions of learning input,only the behavior input dimension produces significant differences,and there is no significant difference between emotional input and cognitive input dimension.The author believes that the reason for this result may be due to the short intervention time,the length of time is not enough to have a greater impact on students'perceptions and emotions. |
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