Teacher-children Conflict And Strategy Research

Teacher-child conflict is the interaction of education and teaching because of thedifferences between teachers and children in target concept, status and other aspects of theopposition, It is a basic form in children’s daily life and teacher-child interaction process in acommon. The traditional study of the teacher-child conflict is the improper of education, andthinks that the teacher-child conflict is harmful and profitless. With the development of theresearch in recent years, more and more scholars thank that the teacher-child conflict has bothpositive and negative function; Therefore, The teacher-child conflict is the value neutrality.Coped well will play a positive role; otherwise it will produce a negative result.This paper mainly uses the literature and empirical research methods. The author combedthe current research situation of the teacher-children conflict through literature study, includingthe concept, types, process, function, coping strategies of the teacher-child conflict. On thisbasis, this paper puts forward the concept of teacher-children conflict, the characteristics ofteacher-children conflict, the function of teacher-children conflict and the process ofteacher-children conflict. Through of the questionnaire survey, interview and observation, theteacher-child conflict phenomena and coping situation has been carried on the preliminarydiscussion, mainly including: the teacher-child conflict frequency, the teachers’view onteacher-child conflict, the strategy on dealing with teacher-child conflict, and the effect of thestrategy. Analyzing the results of the questionnaire and interview, draws the followingconclusions the teacher-children conflict gives priority to recessive conflict(52.6%),mainlycaused by daily rules(73.1%)and through out the daily (59.0%)life, And unifies the case furtheranalyzed the teacher-child conflict coping process. Through to analysis of the data of theteacher-children conflict phenomenon and the strategy of dealing with teacher-child conflict,discusses the main problems of the strategy on dealing with teacher-child conflict: teachers onthe functional conflict understanding is one-sided, and the attitude of dealing withteacher-children conflict is negative and avoidant, and the management of conflict emphasizesthe authority. In view of the above problems, the author analysis the reason from the socialculture, the kindergarten and teachers. To cope with the problems of teacher-children conflictfive measures were put forward: Set up the right teachers and students view and teacher-children conflict view, create a relaxed and harmonious environment, use educationclass wit dissolve the crisis and to improve emotion control ability and conflict in time afterreflection. Expect through the above measures, constructing a harmonious relationship betweenteacher and the construction of a harmonious atmosphere in the kindergarten.