On Teachers' Language Violence In Primary And Secondary Schools

Language is a major media for human communication, and harmonious and civilized language can help human beings reach harmonious and civilized society. Teachers are disseminators of human civilization, thus, teachers'language must be harmonious and civilized, which creates a harmonious, civilized and healthy environment for the students to grow in. However, in recent years, on the campus of China's primary and secondary schools, with the decreasing of corporal punishment, teachers more often punish the students mentally by taking the measures of insulting, satirizing, raking up students'faults, isolating, and relevant news report and research report appear continuously in the journalistic media such as newspaper and web nets. To a certain extent, teachers'language violence has become a universal phenomenon, and its harm to students'physical and mental health can not be neglected. However, on the one hand, due to the fact that the language violence hurts students'soul, and its harm is hidden and lagging. The teachers are not fully conscious of its harm; on the other hand, language violence always takes place at the time when the teachers criticize the students and excise the educational power, thus the teachers always neglect its existence. Therefore, compared to corporal punishment with obvious injury, verbal violence seems hidden. Parents and educational administrative department, and even the whole society have not paid enough attention to the phenomenon of language violence, and in domestic academic circle, there are rare works with regard to this problem. So, carrying on the research in this regard is of important practical significance.In view of this, the author selects the theme of teachers'language violence in the primary and secondary schools.Part One: elaboration of connotation of teachers'language violence. Firstly, this paper defines the notion of teachers'language violence by interpreting the three logically-graded concepts, then, discriminates and clarifies the several groups of concepts relating to teachers'language violence in order to further illuminate the connotation of teachers'language violence. Lastly, the paper explains the nature and character of teachers'language violence.Part Two: investigation of status quo of teachers'language violence. This part, firstly, the results of the investigation are depicted, with focus on the students'reaction of the extent and frequency of teachers'language violence, teachers'and parents'attitude towards teachers'language violence, understanding of the cause and tentative solutions. And then, the result of the investigation is analyzed and discussed, furthermore, the types of teachers'language violence are sorted out and classified.Part Three: introspection and criticism of teachers'language violence. In view of the dim awareness of teachers'language violence from the whole society, this part carries out the introspection on and theoretical criticism of the harm. Firstly, on the basis of investigation and analysis, the paper conducts the analysis of the harm from the five perspectives of negative affect to students'studies, the harm to students'development of mind and personality, the influence of development of students'brains and intelligence, and the negative influence of teachers'images and the teaching effect.Part Four: attribution analysis of teachers'language violence. Based on the investigation and analysis, the author analyzes various factors resulting in teachers'language violence. From the research, the author believes that the teachers'quality is the inner factor, and also the root cause, including the lower cultural and theoretical accomplishment of the teachers as a whole; the conflicts of teachers'values, which lead to the separation of"knowing and doing"; teachers undertake great mental pressure, the problem of mental health becomes increasingly serious, and some teachers'personality is not suited to educating. Environment and educational object are the external causes including fettering of present educational system, the influence of traditional culture and social utilitarianism, relative indifference of children's awareness of rights and legal awareness of education, and educational powerlessness in the era of only-child.Part Five: prevention and resolution of teachers'language violence. Based on the above analysis, this part puts forward the resolution to teachers'language violence. Starting from the raising of teachers'theoretical accomplishment, the enhancing of teachers'ethics, improving the educational and criticizing art and cultivating habit of introspection, the author concludes that improving the teachers'comprehensive quality is the fundamental measure to prevent teachers'language violence. Secondly, from accelerating the reform of educational system, directing the society to renew educational concept, establishing teachers'mental dredge and sound educational system and perfecting teachers'communication mechanism, the author illuminates the relating channels to eliminate teachers'language violence. Lastly, the author points out the legal ways of resisting this phenomenon from the perspective of strengthening the education of children's awareness of right and educating according to law, setting up"teachers'taboo"and establishing the accusation and supervision mechanism of teachers'language violence.All in all, compared to"corporal punishment", teachers'language violence is more harmful and hidden. This research is aimed at disclosing the essence, warning and introspecting in order to transfer the concept of the whole society, esp. That of teachers, erecting the educational concept of humanism characterized by respecting the students, educating according the law, cultivating love with love, educating students by morals, eliminate the violent language, and the teachers can gradually master the harmonious and civilized language.