Temperature And Limit:A Study On Teaching Tolerance Of Primary School Teachers

Tolerance can be described as the eternal pursuit of human virtue,and it is an important manifestation of the traditional virtues of the Chinese nation.In the teaching scene,tolerance can also play an essential role.For elementary school students,teaching tolerance can help protect students' personality and self-esteem,help improve students' ability to think independently,and help cultivate students' critical thinking and creativity.On the contrary,the lack of tolerance in teaching will inevitably eliminate children's personality and creativity to a certain extent.Therefore,based on the consideration of the importance of teaching tolerance for primary school children's thinking,personality development,and even overall development,this research walks into the teaching life of two teachers,the other strict and one lenient,with the help of field investigations and research to feel the temperature and perception of the release of teaching tolerance,to perceive the uncontrollable limit of teaching tolerance,and to realize the care and review of the problems related to the teaching tolerance of primary school teachers from the micro level.This research selects strict teacher X and tolerant teacher C as the research objects,and uses in-depth interviews,participatory observation and other research methods to go deep into the teaching life of the two teachers,and explore the insights under the seemingly opposing appearance of leniency and strictness.The two teachers' awakened and perplexed living conditions in the dimension of teaching tolerance further reveal the source of the difficult status of tolerance: under the pressure of exam-oriented education,teachers pay too much attention to the teaching of factual knowledge and pay too much attention to the outstanding achievements of students.To be specific,first of all,this research starts from the panorama of teacher X and teacher C's teaching life,based on discipline theory and humanism theory,and integrates the three dimensions of teaching tolerance into their teaching philosophy,teaching implementation and teaching in the perspective and analysis of the results.Furthermore,it explores the causes of teacher X's strict teaching and teacher C's teaching tolerance from multiple dimensions such as life,profession,and personality.With the help of two teachers' reflections on their own teaching,it is found that Teacher X refuses to be tolerant and stays strict with helplessness and C teachers tend to shift from teaching tolerance to strict teaching.On this basis,combined with the realistic representations and inner feelings of teacher X and teacher C's teaching strictness and teaching tolerance,from the shallowness and bias of cognition,the fuzzy boundary of behavior and the mismatch of role models,and the external environment such as curriculum knowledge,examinations,and grades set out to reveal the situation that elementary school teachers are unable to implement tolerance in teaching due to the pressure of exam-oriented education.In the end,the research aims to seek the conceptual transformation and action support of elementary school teachers' teaching tolerance,optimize the ecological construction of elementary school teachers' teaching tolerance,and promote the practical rationality of elementary school teachers' teaching tolerance,and try to propose possible paths for elementary school teachers to teaching tolerance.