Investigation Studies On The Treatment Of Elementary Teachers About Classroom Unexpected Emergency

As the main venues of students’ learning, it is the high quality and efficient classroom that is the key to enhancing the quality of education. However, the real classroom is complex and changeable, unknown and unexpected, and is full of challenge, which all make classroom unexpected incidents inevitable. The existence of classroom emergencies is universal, thus any teacher can not avoid it. Any appropriate treatment is of great significance for wonderful generation of teaching resources and maximization of education value. Based on the above aspects, the study aims to address the main problem, namely what is the valuable treatment for students" development.But the research has still been in the research stage which is of preliminary exploration, scattered and indirect, and presents characteristics of insufficient quality, narrow range, lack of depth and breath, simplistic method. Classroom unexpected emergencies in this article refers to accidents take place in the classroom teaching process, distinguished from conventional teaching links, and it is a kind of accident or complex situations which is urgent for teachers to make quick response and flexible treatment. In view of its own characteristics and research goals of the classroom unexpected emergencies, we decided to take quantitative research as the main method supplemented by qualitative research. On the basis of existing research results, we will make the systematic and multi-dimensional exploration on two aspects of dynamic interaction between teacher and student, including different treatment and its influencing factors when teachers faced with classroom unexpected incidents, influence on students and even the teacher-student relationship, and difference between the desired impact and the actual impact, first, we had made an open questionnaire survey to receive the different treatment of classroom unexpected emergencies with the country training opportunity; Secondly, we had designed a questionnaire and interview outline to get influencing factors of teacher’s treatment of classroom unexpected emergencies; Again, in order to understand the profound impact of teachers’ treatment, we had made interviews for freshman memories. Finally, summarized the conclusions of this study and make recommendations for improvement.Research conclusion:1. The status quo of classroom unexpected emergencies treatment is not satisfying. Most of teachers is still lack of treatment witness about classroom unexpected emergencies and unable to grasp and make use of abundant resources in classroom unexpected emergencies.In order to obtain the different treatment of the elementary school teachers when faced with classroom unexpected incidents, the study selected some typical cases, and conducted surveys towards teachers groups by the way of open questionnaires after processing and modification.2. It is the different treatment of classroom unexpected emergencies that will have an important impact on student development and teacher-student relationship. In order to obtain influencing factors of the elementary school teachers when faced with classroom unexpected incidents, we designed a questionnaire named "The Influencing Factors of Elementary School Teachers When Faced with Classroom Unexpected Incidents" and distribute it in the National Training Classes. Besides, we conducted interviews according to the outline named "The Teacher Interview of Influencing Factors of Elementary School Teachers When Faced with Classroom Unexpected Incidents", as a supplement. Concluded by that, we can find out that answers of the majority of tested teachers are satisfying in the aspect of personal education philosophy and awareness. And most of the tested teachers have the required literacy and ability to handle the classroom unexpected incidents. Defects:lack of enough emphasis on reflection and improvement when faced with classroom unexpected incidents; slight lack of self-control and integrating ability; pressure and task affect classroom decisions; current unsatisfying training about education management; utilitarian educational philosophy.3.Studies have shown that, it is major obstacle that restricts teacher to react tactfully, such as neglect and lack of reflection for classroom unexpected emergencies, lack of self-control and resource generation skills, tremendous pressure, unsatisfying training of classroom management. In order to obtain the impact on students which is put by the handling of the elementary school teachers when faced with classroom unexpected incidents, we conducted interview towards freshman according to an outline named "The Recalled Interview towards Students about Treatment of Elementary School Teachers When Faced with Classroom Unexpected Incidents". Then summed up its impact respectively from academic achievement, emotional experience, and interpersonal communication adaptation on students.4. It is the serious divergence in stance, ways of thinking, cognitive level that is main obstacles for classroom unexpected emergencies transforming to be useful to students development. In addition to, we also sum up impact on the teacher-student relationship respectively from positive and negative aspects. As the result of the gap between teachers and students in the stance, the mode of thinking and cognitive level, and the differences come out between desired impact and actual impact.Recommendations for improvement:In order to enhance the ability and level to handle classroom unexpected incidents, in order to provide advice and guidance for the majority of teachers, there is a number of recommendations in this paper, despite lack of universal representation, and we still hope that it can make slight benefit. Here are they:1. Take typical case as the carrier, and promote the typical-case analysis of classroom emergencies vigorously;2. We should carry out thematic teaching research which aims to improve the treatment level of classroom unexpected emergencies, school attaches more importance to creating an atmosphere full of exchange and research;3. Provide more space and freedom for teacher with policy guidance and guarantee.4. Emphasize on related training and transform indirect experience into direct experience;5. At last, the pursuit of professional self-development.