A Study Of Students' Acceptance To Teachers Authority In Primary School

Teacher authority has important value implications for classroom teaching,class management,student development,and teacher professional growth.School education as an organized activity requires the authority of teachers to ensure order,and as an activity to cultivate people,it requires reasonable teacher authority to play a guiding and regulating role.Only the teacher's authority recognized by the students can produce practical and continuous effects,and can achieve a benign interaction based on harmonious teacher-student relationships,and achieve the ideal educational effect of good teaching.Teacher authority is composed of internal individual authority and external institutional authority,but both of them are facing a crisis of identification.The former is gradually affected by the lack of professionalism of some teachers,the outdated authority view,and the inappropriate use of teacher power.The latter declines with the decline of teachers' social status.After combing the literature,the empirical research on the authoritative recognition of teachers by teachers is relatively weak.Therefore,this paper investigates the teachers and students of the primary school of a nine-year consistent public school in Wuhan.Based on the description and summary of the status quo of elementary school students' recognition of teacher authority,the influencing factors and the existing problems are analyzed,and put forward the countermeasures of how to construct a reasonable teacher authority are proposed.It is hoped that it can provide reference countermeasures to guarantee the operation of teachers' reasonable authority in the practice of education and improve the current situation of the decline of teacher authority.The thesis is composed of six parts:introduction,overview of teacher authority,the status quo of primary school students' recognition of teacher authority,problems with teacher authority,the characteristics of reasonable teacher authority,and construction strategies.The theoretical basis is the symbiosis of authority and reason under the philosophy hermeneutics.The main conclusions of the study are:the basic situation is that primary school students generally agree with teacher authority;in terms of personal authority,students have a lower degree of agreement with teachers in inappropriate handling of student issues;in terms of teacher system authority,there is a high degree of recognition in areas other than personal life.There are significant differences in grades among students in the field of study.There is no significant difference in the recognition of teachers' authority with respect to teachers in terms of gender,grade,and parental education,but there are significant differences in holding class positions and achievement levels.The prominent features of primary school students' recognition of teachers' authority are:teachers' attitudes towards students occupy the largest weight in personal authority;there is a certain degree of blind obedience in the areas of learning and rules and morals;the expression of disobedient attitudes in a hidden way;the following factors will affect student identity,the teacher-level factors are the type of job in the class,teaching age,age,and the teacher's own quality,and student-level factors such as age,position in the class,and achievement level.There are certain problems with teachers' charismatic and professional authority.The characteristics of reasonable teacher authority mainly include the following four points:first,the guiding core of value,second,the gap between teacher and student status,third,the open development dimension,and fourth,the two-dimensional strength.Finally,it proposes reference strategies for solving current problems from both teachers and society.