Research On The Influence Of Urban Junior Middle School Students’ Perception Of Teachers’ Caring Behavior On Social Emotional Ability

Social emotional ability is a series of core skills that adults and children master and use in the environment of growth and development,which are related to individual adaptation and promoting their social development.Based on the theory of multiple intelligences and emotions,social emotional ability can help people solve many problems in learning,dealing with interpersonal conflicts and daily life,so as to build positive self emotions and harmonious interpersonal relationships,and finally achieve good physical and mental development.However,urban junior middle school students are under the pressure of both teachers and parents,and the school and family are particularly lack of training in their social emotions,resulting in some urban junior middle school students becoming selfish and indifferent;Lack of motivation and self-confidence;Self centered,weak empathy;Lack of cooperation ability and collective consciousness.The research based on social constructivism and relational existence theory shows that the development of students’ social emotional ability is not only affected by individual factors,but also related to the relationship between teachers and students,good campus atmosphere,family environment and other factors.Among them,teachers and students are "one body and two sides" in educational activities,and the development of students’ social emotional ability is inseparable from teachers’ behavior.Therefore,this study is mainly based on the perspective of Noddings’ care theory to explore the impact of urban junior middle school students’ perception of teachers’ care behavior on social emotional ability.Through the formal questionnaire survey of 1005 urban junior middle school students in C City of H Province,this study obtains the relevant data,and draws the following conclusions:(1)urban junior middle school students’ perceived teacher care behavior and social emotional ability are in good condition,compared with other dimensions,perceived supportive behavior,self cognition,others’ cognition and others’ management ability are relatively poor.(2)Boys’ other cognition and other management ability were significantly higher than girls’.(3)Class cadres’ perception of teachers’ caring behavior and social emotional ability were significantly higher than that of ordinary students.(4)The ability of others’ management,collective cognition and collective management of the only child is significantly higher than that of the non only child.(5)Urban junior middle school students’ perceived teacher care behavior has a significant positive predictive effect on social emotional ability.Perceived conscientious care behavior has a significant positive predictive effect on all dimensions of social emotion(except others’ Cognition),especially on self cognition and self-management ability.Perceived supportive care behavior has a significant positive predictive effect on all dimensions of social emotional ability(except self cognition),and has a strong predictive effect on others’ cognition,others’ management,collective cognition and collective management.Perceived inclusive care behavior has a significant positive predictive effect on all dimensions of social emotional ability(except self cognition).The research findings are analyzed in depth and the following suggestions are put forward: first,nourish the soil of educational care and stimulate the motivation of teachers’ care;Second,create a caring atmosphere in schools and positively affect teachers’ care;Third,make good use of educational and teaching methods to properly show teachers’ concern;Fourth,accelerate the construction of caring family style and enhance teachers’ caring perception.