Investigation On Teacher-Student Confidence In Middle Schools Of Guilin

Good teacher-student confidence in middle school lays a solid foundation for them to deal with their work, study and life with a positive attitude. As one of the necessary conditions promoting the forming of a healthy psychology, it contributes directly to the teacher-student relationship, education quality, the forming of the students'Interpersonal confidence and views of life. Currently, people are facing a serious social confidence crisis, hence concerning the confidence between teachers and students, analyzing the factors that affects it, and creating its forming condition allow of no delay. These steps are all very important for advancing the fundamental education reform, realizing quality education, improving the level of healthy psychology and building the good human relationship. This dissertation aims at doing its bit in studying the confidence problem between teacher and student in middle school.The dissertation is divided into seven chapters. Chapter One is the preface, including the origin of thesis, the research aim and significance etc. Chapter Two introduces relative internal and external theory. Chapter Three describes the methods of this research. Chapter Four defines the result and analysis of the investigation. Chapter Five discusses the current confidence situation between teachers and students in middle school and the elements that influence it. Chapter Six is the conclusions of the research. Chapter Seven states the strategies of building a good teacher-student confidence from aspects of school and teacher. Adopting the related research design and a questionnaire on the confidence between teachers and students, the dissertation explores the confidence situation between teachers and students in middle school and factors affecting it, based on the sample survey among 200 teachers and 625 students of 9 middle schools in Guilin. The results indicated that middle school teachers have the lowest confidence in students qualities, mainly reflected in that: Teachers aren't satisfied with students'honesty in exams and student's knowledge. While students have the lowest confidence in teachers'abilities, mainly reflected in that: Many teachers know little about students psychology and often hurt students'egos and feelings in the teaching process. When consorting with each other, most teachers and students are in a passive attitude, which leads to their lack of communication and understanding out of class.Distinctiveness Examination in the questionnaire result on different teachers and students shows that remarkable differences of the teacher-student confidence lie in different teachers'teaching ages, between common middle schools and key middle schools, and between junior middle school students and senior middle school students. Therefore, different groups of teachers and students have different confidence situation:On the whole, remarkable differences of confidence that middle school teachers of different ages have in students can't be found. But in the emotional confidence aspect, age difference exists. The confidence that teachers who working more than 15 years have in students, obviously higher than teachers who work less than 5 years.Confidence between teachers and students in the key middle school is obviously higher than those of the common middle school, and so is the teachers'confidence over students'abilities. Scores on other confidence dimensions are also slightly higher than that of middle school. From the students'part, key middle school students show clearly higher confidence to their teachers, compared to the common middle school students.In general, junior middle school students have a notable confidence in teachers, which is also displayed a remarkable difference in other confidential aspects, compared with the senior middle school students.The following interviews to some teachers and students, done after the questionnaire, further prove the correctness of the research conclusion that teachers play an essential role in dealing with the confidential problem. Based on these researches, the dissertation raises some strategies and suggestions to improve the confidence situation between middle school teachers and students.The innovations of the dissertation are in that: 1. Different from previous researches, the objects chosen to be studied in this research are only the middle school teachers and students in Guilin instead of all the teachers and students or those in colleges and universities. 2. The dissertation combines qualitative analysis to quantitative analysis. Specifically, it combines questionnaire and interviews together, which makes it gain the studying materials more effectively, deeply and completely. 3. It puts forward some new strategies, such as allowing teachers to take part in the school management and plan making about teaching and educational reform so as to arouse their initiatives; canceling key classes to build up a fair stage for study and teaching; evaluating a teacher in a comprehensive way instead of the merely aspect of students'scores and adding more extracurricular activities with the participation of teachers and students; teachers develop their self-awareness , learn to listen to and appreciate students and have an active expectation on students; evaluating students in multiple ways and pay more tributes to students'virtues etc. In brief, to build up a good teacher-students confidence and realize a harmonious relationship between teachers and students, teachers should bear more responsibilities initiatively.