Research On The Role And Behavior Of Teachers In The Teaching Field From The Perspective Of Social Performance Studies

With the continuous deepening of contemporary education reform,the level of pedagogy research has not only extended to the micro perspective in the vertical direction,but also reflected the trend of integration with other disciplines in the horizontal direction.The research on teachers’ role behavior from the perspective of sociology has become a hot issue at present.Social performance science believes that all human behaviors are a kind of "performance",and performance behavior is a basic way of human existence.Educational activities are closely related to performance behavior,and teacher role behavior can be regarded as a kind of performance in essence.However,due to people’s prejudice and misunderstanding of performative behavior,and the fact that pedagogical research is floating at the level of methodology and instrumental theory,the nature and positive function of teacher’s role behavior are obscured,resulting in various inappropriate behaviors,which is not conducive to teacher’s professional development.Based on the theory of social performance,this study combs out clear illustrations of teachers’role behaviors,and on this basis,carries out field research,uses in-depth interviews to enter the role world of teachers,explore their understanding of their own roles,and uses observation to immerse in the classroom to describe the specific presentation of teachers’ role behaviors.Through the analysis of teacher’s role behavior in many aspects,it summarizes the elements,characteristics and functions of teacher’s role behavior,points out the improper performance of teacher’s role behavior,analyzes the factors that affect teacher’s role behavior,and then explores the educational significance and realization path of teacher’s role behavior.First of all,from the perspective of social performance,this paper deconstructs the elements of teacher’s role behavior,presenting teacher’s role behavior before,during and after teaching in the form of"three-act drama’.By analyzing and summarizing the characteristics of teacher’s role behavior,the study finds that teacher’s role behavior has the particularity of the purpose subject,content,evaluation and other aspects.The art of teacher role behavior includes impression management,stage control,remedial measures,etc.,and summarizes the positive and negative functions of teacher role behavior.Secondly,it analyzes the misconduct of teachers’ role behavior and its influencing factors.The study found that the misconduct of teachers’ role behavior is manifested in three aspects:first,the misorientation of teachers’ roles,including offside,dislocation and absence of teachers’ roles.The second is improper role cognition,and the third is improper role presentation,including "struggle","dissociation" and "loneliness".There are three reasons for teachers’ improper role behavior:at the teacher level,it is affected by life experience,teaching philosophy,performance awareness,self-study reflection,etc;At the student level,it is affected by teaching expectation,subject consciousness,peer interaction,etc;The performance framework includes the role orientation of teachers and students,time and space regulation,cultural norms,explicit rules and constraints,etc.Finally,the author puts forward the possible path for the reconstruction of teacher’s role behavior:First,reconstruct the teaching theater.Reorganize time and space and break the "fourth wall".Second,reshape the classroom drama.It is required to change role expectations,conduct two-way interaction between roles,and participate in the performance personally.Thirdly,the teacher’s role behavior is based on authenticity and simplicity,returning to the dual experience of teachers and students,and pursuing pure educational value.