Research On The Criticizing Behaviors Of Junior Middle School Teachers From The Perspective Of Communication Theory

Currently, Chinese basic education reform is continuously deepened, and school education is also undergoing profound changes. Under such background, traditional criticizing concepts and criticizing methods cannot cater to the development requirements of the new situation increasingly. The concepts, ways and methods of traditional criticism and education are facing unprecedented challenges. Extreme forms of criticism and education such as corporal punishment and corporal punishment in disguised form have been forbidden. Influenced by the concept of appreciative education, the criticism in school education is doubted and criticized. Therefore, the concept of criticism must be updated, the image of criticism must be changed; only by doing so can criticism serve the education undertaking with excellent practical effects.The process of criticism is essentially a communication process between teachers and students. This research takes the perspective of communication theory, and regards teachers’criticizing behaviors as individual dynamic communication process between teachers and students to carry out researches from the following several aspects:Introduction part firstly elaborates the origin of the problems in terms of historical background and realistic status quo. Then it concludes and summarizes existing research achievements on teachers’criticizing behaviors by means of teasing and analyzing literatures. It interprets the core concepts to define the goal scope of the research.Part Ⅰ is the theoretical basis of this research. This part interprets the historical evolution, meaning and elements of communication, deepens the characters and values of educational communication, and integrates the general model of educational communication on the basis of the model of general interpersonal communication.Party Ⅱ is the investigation on the status quo of the criticizing behaviors of junior high school teachers. It presents the status quo of the criticizing behaviors of junior high school teachers by integrating the data collected through on-site observation, questionnaire collection, and interview for some teachers and students.Part III analyzes the existing problems and discusses their reasons. This part sets the general model of educational communication as the principal line to analyze the criticizing behaviors of junior high school teachers in line with the dimensions of information source, information channel, information, information sink, noise and feedback, thus interpreting the problem that the effectiveness of communication is affected when the teachers are carrying out criticizing education. The reasons for the inefficiency in the communication of teachers’ criticizing behaviors consist of such factors in both institutional aspects and the factors of the teachers. Factors in institutional aspects include:imperfect legal system on criticism and the criticism lacking of operability. Factors of the teachers include:educational view of absolutism, psychological health problems due to psychological pressure, personal quality defect and lacking of language accomplishment.Part IV is about the principles of improving the effectiveness of the teachers’ criticizing behaviors. This part proposes the concept transformation that the teachers should have from the conceptual level, i.e., teachers’education view and view on teachers and students.Part V provides suggestions. This part proposes several suggestions for teachers and schools. The schools are supposed to reinforce the trainings on communication skills for the teachers on the one hand, and should show deep concern to the teachers’ psychological health on the other hand. This part suggests building reliable teacher-student relationship, creating and designing coordinating criticizing environment, conveying acceptable criticizing contents and distinguishing the differences of the criticizing objects etc. based on the standards of effective communication.