Deviation Teacher-child Interaction In Teachers' Behavior

This thesis, based on French sociologist Bourdieu’s theory of cultural capital, aims to present an empirical analysis of family cultural capital’s impact on the teacher-child interaction. The result of this research indicates that the choice of teacher’s interaction subjects is preferential. They prefer children who are able and whose habits comply with their standards. Family cultural capital indirectly influences teacher-child interaction by impacting children’s ability, personality, and habits. Based on the above result, the author of this thesis make a further discussion on the mechanism of family cultural capital on teacher-child interaction and then proposes some countermeasures to construct positive teacher-child interaction. This research can be reference to studies on the theory of teacher-child interaction and meanwhile can produce some kind of practical significance to improve teacher-child interaction.First, the author of this thesis make a survey of the cultural capital of30children’s family of a middle size class at X kindergarten, Puyang City by Parents Survey Questionnaire. According to the survey of family cultural capital,30children were put into three categories:sufficient, common, and deficient. By observation, the conditions of teacher-child interaction were recorded. The result indicates that teachers’interactions with children are different:frequency of interaction, content of interaction, and the quality of interaction. The interaction between teachers and children from family with sufficient cultural capital is of high-frequency, positive, and the content of interaction is open and extensive. The interaction between teachers and children from families of common cultural capital is the least among the three categories. And the quality of interaction is neutral and the content characteristic of repeat and memory. The interaction between teachers and children from deficient cultural capital is of second high-frequency. The content of interaction is characteristic of controlling disciplines and punishments and the quality of interaction is mainly negative.Second, based on theory of family cultural capital, the author of this thesis analyzed and discussed the mechanism of cultural capital impact on teacher-child interaction. The author found that family cultural capital directly influences children’s ability and personality and then influences teacher-child interaction. The way in which the family cultural capital influences children’s ability and personality was also analyzed.At last, according the research result, the author of this thesis proposes advice from the angles of school, teachers, and parents:First, explore the new models of school-family cooperation and increase parents’ cultural capital. Second, improve teachers’ consciousness of education equality and properly deal with the relation between equality and difference. Third, parents should try to increase family cultural capital and accelerate the accumulation of individual cultural capital.