Gene Prejudice Of Primary School Teachers And Its Influence

"How do teachers get to know their students?" - This is a basicquestion in the interaction between teachers and students. The answer to it must be a huge systematic study. Actually, in daily life people often judge others through some biological features, such as physical appearance, sex, intelligence and family similarity, etc. Thus comes the hypothesis of this study: there must be some gene prejudice in the teachers' judgement of their students. In this paper, the author wants to construct a theory on gene prejudice through hypothesis- testing.The hypothesis-testing contains two parts here: one is the documentary study, the other is positive research.Through the second-hand study, that is, to consult all the books obtained, it' s easy to find out the phenomena of gene prejudice are widely existing in the people' s daily interaction. According to experience, they are mainly divided into four types: facial appearance prejudice, sex prejudice, intelligence prejudice and family prejudice. These four types are the most commonly noticed gene prejudice which appears with the highest frequency. Each of them is defined in the paper.Positive research provides substantial evidence for the hypothesis-testing. The result shows most primary teachers judge their students from their intuition. More than half of the teachers (52.9%) in the sample perform certain gene prejudice, what' s more, 3. 2% teachers showed a strong level of prejudice. The statistics and the correlative analysis tell us there is no notable difference between the different teacher groups on gene prejudice. Thus we can get the conclusion that the teachers' gene prejudice is a generally existing fact in primary school. Actually, the prejudice is not only widely existed but also concealed. The majority teachers have no any conscience about it is an evidence. There are even some contradictions in teachers' concept on intelligence and students' achievement attribution.Both the documentary studies and the positive research support the hypothesis of this study. Therefore we conclude that primary teachers' gene prejudice is a generally existing while concealed fact. Its influence must be a lasting and far-reaching one. A detailed discussion is followed in the end part of this paper.