Research On Primary School Teachers’s Caring In Classroom From The Perspective Of Students

Learning to care is the mission of education in the 21 st century.In recent years,many scholars pay attention to the theory of caring education,and actively explore its application in teaching practice-teacher caring behavior,but few scholars focus on teacher caring behavior in the classroom field.The educational value of teachers’ classroom caring behavior has not been properly understood and valued by people,and students’ perception of teachers’ classroom caring behavior is more easily ignored.Therefore,it is of great significance to study teachers’ classroom caring behavior from the perspective of students.Through in-depth discussion of the theoretical basis,connotation,characteristics and types of teachers’ classroom caring behavior,this paper explores the value implication of teachers’ classroom caring behavior.Through the methods of observation and interview,this paper investigates and analyzes the reality of teachers’ classroom caring behavior,teachers’ understanding and performance of their own caring behavior,students’ perception of teachers’ classroom caring behavior and the application of teachers’ classroom caring behavior in specific situations.Only in this way can teachers better improve their classroom caring behavior from the perspective of students.Teacher’s classroom caring behavior refers to a series of comprehensive behaviors that take place in the classroom environment,accompanied by the positive emotions of teachers and students,teachers take the initiative to pay attention to students out of their love,responsibility and professional ethics requirements,meet the different needs of students,and promote the full development of each student.Teachers’ classroom caring behavior is of great value in shaping students’ caring quality,cultivating students’ healthy personality,nurturing teachers’ professional growth,improving teachers’ professional happiness,rendering a harmonious class atmosphere and enhancing class cohesion.Primary school teachers’ classroom caring behavior has its unique characteristics: artificial relationship,long-term continuity,life oriented situation,explicit emotion and implicit two-way.In order to ensure the typicality and representativeness of the research object,the provincial key primary schools with high quality of teachers and students are selected for classroom observation and interviews with teachers and students.Through the analysis and arrangement of nearly 100000 words classroom observation and interview data,the paper summarizes the different types of teachers’ classroom care behavior from four dimensions: the content of teacher care,the attribute of teachers’ care behavior,the purpose of teachers’ classroom care and the way of classroom teacher-student interaction.As a whole,the behavior of teachers’ classroom care shows the reality of the coexistence of comprehensive care and single concern,long-term care and continuous care,and the combination of implicit care and explicit care.Specifically,teachers’ understanding and performance of classroom care behavior are different.The difference between teachers’ cognition and performance in the content and purpose of care in class is small,and the cognition and performance in the caring behavior attribute and the interaction between teachers and students are different.Through the rich interaction between teachers and students,students can easily receive the teacher’s care signals,thus establishing the relationship between teachers and students.Primary school students have their own real understanding and feeling about teachers’ care behavior in class.The students of different genders have different perception of teachers’ care behavior in class,boys feel more extensive and girls are more likely to perceive details.Different personality students also have different perception of teachers’ care action in class.Lively and cheerful students are more likely to receive the teacher’s care signals,the steady and restrained students are delicate in mind,showing two extremes,which require teachers to care appropriately.Classroom questioning,group discussion and student question behavior are the specific situations that often lead to teachers’ care behavior.In different situations,teachers focus on different care methods.Therefore,some typical care cases are presented,which describe the caring behaviors and feelings in the real classroom of teachers and students,shape the teachers’ classroom care behaviors,and truly understand the value of teachers’ care behavior from the perspective of students Value meaning.In teaching activities,the actual needs of students,the quality of teachers’ care,the ideal and belief of caring for students,the warm response of primary school students and flexible evaluation system of teachers and students affect the choice and performance of teachers’ care behavior to varying degrees.Due to the special sample,the overall perception of teachers and students on Teachers’ classroom caring behavior is relatively consistent.Different types of students have different preferences for teachers’ classroom caring behavior.Therefore,this study is typical of caring,but not representative of the problem.Teachers’ caring behavior in class can get students’ basic recognition and general response.Only by thinking from students’ perspective and understanding students’ real feelings and actual needs,can teachers care for students better and pertinently.In this way,teachers should do the following in the process of caring: first,understand students’ caring needs in multiple ways and strengthen their caring belief;second,improve the recognition and sensitivity of students’ behavior types;third,strengthen students’ response behavior in time to realize one environment one care;fourth,pay attention to students’ general direction and maintain sustained and long-term caring power;fifth,carry out the teaching reform The theme activities of parents’ open day continue the atmosphere of caring for students.