A Study On The Expectation Of Teacher 's Role

Problem students is a product of social development, it is the result of the generation of the family, social and personal interaction, and other factors. It is an extension of a very broad concept, in its usual sense problem students including students with disabilities, students with intellectual disabilities and minor violations of law students, etc. These issues are usually reflected in the physical, psychological and behavioral aspects. Attention and research on problem students is the important area of modern education research, the proper meaning of emphasizing the quality of education and to build a "people-oriented" socialist harmonious society, at the same time, a tool of measuring social justice and scales of justice. Problem students in this paper are for one particular group---work-study students. In everyday life, not strictly regulate their own behavior, disregard school rules, lack of legal concept, not strong sense of what is right and just, as well as aspects of academic, behavioral and psychological existence of deviant or deviation are characteristic of these students.Education and transformation of these students is the responsibility of schools,government and social, how to improve the effectiveness? I think that in the growing process of work-study students, the teacher is the most frequent human contact in work-study schools that closed-end management of the environment is the student’s teacher, sometimes parents or children, and sometimes they are brother and sister, as well as friends, in short, the work-study school teachers play a wide variety of social roles. Different students have different expectations of teacher’s role, therefore, it is necessary to understand the expectations of student for teachers, which is important for improving the quality of teachers’ professional, the rate of successful conversion and promoting the development of work-study school.In this paper, the work-study schools in Shanghai, for example, in the relevant literature, conduct interviews investigations, comprehensive practical experience preparing questionnaire about middle school students expect for teachers’ roles, the questionnaire after the initial test analysis to modify the formal questionnaire, and then choose students from parts of reform school work-study students and Normal school for a test. The test results showed that:(1) seven dimensions on expectations of the problem students to teachers’ role are very high. In which the highest dimension is the care for students, lowest is the guide evaluation.(2) There is gender difference in the issue about the expectations of student to teacher’s role. Boys’ expectations higherthan girls in guide evaluation, but other six dimensions lower than girls. From the perspective of the difference between male and female students, except other dimensions, there are significant differences in professional liability, management ability, guide evaluation, teaching ability.(3) There is gender difference in the issue.With increasing grade, mean of the expectations of problem students to teachers’ role,on professional responsibility and management dimensions, it is showing decreased tendency; the ability to care for students and teaching dimensions showing increased state; in guide evaluation of this dimension, seventh and ninth grade students’ expectations is significantly higher than eighth-graders, and a teacher of this dimension in the situation is the opposite.(4) In general, there are some differences between Problems students and Normal students in expectations of teachers’ role.They have significant differences in that: professional liability, care for students,guide evaluation and teaching ability. Specifically, middle school’s Normal students have higher expectations than problem students in the three dimensions of professional ability, guide evaluation and teaching ability, but lower of care for students.According to the survey results, I believe that work-study students are looking forward to concern and care from teachers, but for the guidance and evaluation of teachers is not looking forward to. In response to this phenomenon, based on care theory and appreciation of education theory, from the standpoint of care and appreciation of the angle of reform school teacher, I made a number of suggestions,hope it can expect modest contribution to the future development of work-study schools and teachers.