The Related Study On The Teacher Involvement Strategies Of Children Peer Conflict And The Teachers-children Relationship"

Peer conflict is a very common phenomenon in the process of children interaction. It do good for the development of children personality and sociality. Teachers, who are treated as the guides, can play an important role in the settlement of peer conflict, And the strategies which the teachers adopt will be the key factor for truly solving the conflict. However, there are few studies about teachers’ involvement strategies, and the research methods reflect different disadvantages. The main weaknesses have variable manifestations, the lack of theoretical support in contents, the insufficiency of verification in methods. In addition, the choices of the teachers are influenced by many factors, and the relationship between teachers and kids is a very important aspect. There are few studies which made deep discussion about the conflict involvement which takes teachers as the main influence factor, and there many theoretic studies including teacher-self factor, children personalities and conflict situations, and so on. Due to the absence of in-deep researches in teachers’ involvement, especially there are few studies just mentioned that "the formed teacher-children relationship" would effect the children peer conflict involvement, this research tries to deeply explore the relationship between the involvement strategies and the teachers-children relationship.In view of such conditions, we chose the method of questionnaire survey and make the teachers involvement strategies of the peer conflict questionnaire which combines the teachers-children relationship questionnaire. About400teachers who are from Chongqing and Shandong provinces are inquired. From the questionnaires which we have recovered, we researched the relationship between teachers and children. After our researches, we drew the following conclusions.(1)The strategies of teachers involvement can be classified as authority of the arbitration, direct guidance, indirect guidance, and perfunctoriness.The questionnaires have remarkable reliability and validity, and can be used as the tools of our research.(2)The strategies of teachers involvement have significant differences in background variables. Specifically, all of the school ages, education backgrounds, qualification requirements and students’ numbers have significant differences, while the grades have no significant difference.(3)Relationship between children and teachers have significant correlation with teachers’ involvement. The proximity of relations between children and teachers has positive correlation with direct guidance and indirect guidance, while it has negative correlation with perfunctoriness. The conflict of relations between children and teachers has positive correlation with authority of the arbitration and perfunctoriness, while it has negative correlation with direct guidance and indirect guidance. The dependency of relations between children and teachers has positive correlation with authority of the arbitration, direct guidance and indirect guidance. The relations between children and teachers have the predictive effects for teachers involvement. It is worth mentioning that the conflict of relations between children and teachers has a distinctive forecasting function for authority of the arbitration, direct guidance and perfunctoriness, while the proximity has an obvious effect on direct guidance.