Classroom Perspective: Study On Primary And Secondary School Teachers’ Criticism Behavior And Its Influence To Teacher-student Relationship And Students’ Self-esteem

Class is a major place for education as well as for interaction between teachers and students. Besides bringing knowledge, it is necessary for teachers to evaluate students’ ability and state and to make plans to change students behavior and study in order to promote their development. Criticism, as a special method of education, plays a unique role in the development of students. Nevertheless, it may generate negative effect if improperly presented, let alone to fulfill desired results.By means of observation, experiment and questionaire, this research discusses the following issues:(1) The general pictures and features of the class criticism given by primary and secondary school teachers,(2) The influences of different ways to criticize students, mood and behavior change tend,teacher-student relation and self esteem,(3) The relations, perceived by students, between the frequency of teachers’ negative or positive speech and teacher-student relation and students’ self-esteem.This study is divided into three parts, the results of which are as follows:(1) In Part 1, observation form on teachers’ criticism in class is designed. In the form, observation method is adopted to observe primary and secondary school teachers’ criticism in 162 classes. The findings are:①the form design is reasonable, ② the distribution of teachers’ classroom criticism behaviors showdifferentiation, ③Teachers from different grades show significant differences on criticism behavior, ④teachers with different gender show significant differences on criticism behaviors.(2) In Part 2 situation simulation is used to observe 502 students from five grades in a 5 × 2 × 5 experiment. The findings are: ① students had different reactions towards criticism, ② there were significant interaction between grade and criticism style of children on emotional experience, ③there were significant interaction between grade, criticism style of children on behavior change tendency; ④ there were significant interaction between grade and criticism style of children on teacher-student relationship, ⑤ there were significant interaction between grade, criticism style of children on self-esteem, there werealso significant interaction between sex, criticism style of children on self-esteem.(3) In Part 3, teachers’ use of criticism questionnaire is designed and applied together with teacher-student relationship questionnaire and self-esteem scalein the investigation on 1131 students. The findings are as follows:①Teachers’ use of criticism questionnaire included twoaspecta:negative criticism speech and positive criticism speech,and the formal scale has good liability and validity; ②Studentsperceived more positivecriticism and the teacher-student relationshipwas generallylow; and students’ self-esteem was under-priced; ③There were significant difference between the students with different background variables of teachers’ criticism, teacher-student relationship and self-esteem; ④ The students’ perception of teachers’ negative criticism speech negatively predicted the self-esteem while positive criticism speech positively predicted self-esteem; the part of the intermediary role between the relationship between teachers and students, the conflict of supportive verbal on negative criticism and self-esteem of students, active in the criticism plays a full mediating effect between speech and self-esteem.Secondly, demographic variables had important influences on shyness and social skills. There were kinds of differences on only-child or not, registered permanent address, mother’s cultural level, father’s cultural level, parenting stylesfamily atmosphere and family income.