Research On Primary Chinese Teachers’ Ethical Authority In The Practive Of Criticizing Students

It is a common educational issue for Chinese teachers that students refuse to obey their criticism. One of the important reasons for students rejecting criticism is that they are not convinced of teachers’authority. The problem is worth deeply exploring that what kind of authority should primary Chinese teachers established to make students sincerely convinced in criticism. This paper takes 16 first-line Chinese teachers who are from four primary schools (including two urban schools and two urban-rural schools) as the object of study and makes semi-structured interviews to them. The process of students being convinced of primary Chinese teachers’criticism and the specific authority type of teachers performing in criticism practice are described in a narrative way. By analyzing the story fragments of practical criticism, this paper found that the authority of teacher has an ethical orientation and presents various ethical types as well. In consideration of this, it attempts to put forward the forming path of corresponding authority.This paper consists of the following parts:The first part introduces the research questions, research methods, and the relevant core concepts, in addition to giving summary and conclusion to the relevant materials about the teachers’criticism and teachers’authority both at home and abroad.The second part illustrates the ethnical orientation of teachers’authority in the practical criticism through the interview results. The ethical authority of teachers includes benevolence, which is the initiative kindness and love from the deep heart of teachers to their students. It shows the moral behaviors of teachers, which is voluntary practice of the teachers to the moral rules. Meanwhile, it yields a nice result that students would change their wrong thoughts or wrong performances, so that teachers can establish a good image in students.The third part gives property analysis with teachers’narration, exhibiting four types of the teachers’authority in the real criticism practice. First is the rational respect that teachers are willing to pay attention to the voluntary obedience of students, and give priority to the independent reflection of students and their rational development. Second is the fair treatment. It is mainly demonstrated in the equality between students and teachers during the process of teacher’s practical criticism, the obedience for the common agreement, and appropriate individualized teaching. Third is the care for students. Based on the practical demands of students and the educational wisdom of teachers, teachers care about students initially. The last is to keep secret. Teachers always try to understand students’thoughts and comfort them, so as to establish a relationship of mutual trust.The fourth part proposes three suggestions for the forming path of teachers’ ethical authority based on the existing theory and reality research:the improvement for the moral cultivation of teachers, the strengthening of practice ethnical reflection of teachers, and the establishment of ethnic community through the discourse among students, colleagues, and parents.The fifth part gives brief conclusion for the whole essay, and proposes the research limitation and research expectation of this paper. Limited by the objective condition and the author’s knowledge, this paper has some weak points in its material collection of theory and practice. What is more, the successful cases collected can only prove the ethical authority in criticism practice of primary Chinese teachers from a positive angle. It fails to prove it from a negative way, so the research can be improved in the future.