Primary School's Chinese Teaching Research Under The Perspective Of Feminist Caring Theory Perspective

With the rapid development of economy,science and technology are regarded as the first productive forces and their ideological impacts on the people are also increasingly significant,which reflects in interpersonal relationships such as people's indifference and power.As a kind of special relationship in school,teacher-student relationship shows the harmful phenomenon of pursuing knowledge and achievement improvement and ignoring students' emotional development.In this context,the Ministry of Education proposes that classroom teaching has to meet the emotional needs and experience of students,emphasizing the individual differences of students,in particular,promoting students' ability of taking the initiative to participate in the classroom.The goal of teaching emphasizes cultivating students' ability,while focusing on the realization of emotions,attitudes and values,rather than just presents emotions,attitudes and values" in the lesson plans.Therefore,teachers should not only meet the students' knowledge needs,but pay attention to the emotional needs of students.This study comes up with some problems under the guidance of the theory of caring ethics,combined with the practice of primary school classroom teaching: How do teachers understand the relationship between caring education and teaching? What are the revelations of caring education for primary school classroom teaching? In the classroom teaching,teachers how to practice caring education? Do teachers pay attention to students' emotional needs? Can students feel the love from the teacher clearly? What is the response? Can students' learning interests and academic performances be improved under the influence of caring education? Aimed at the application and practice of love education,we find the problem to be solved.This study uses the method of questionnaire combined with interview and analysis to investigate a primary school's students and teachers in grade 5 and hasinterview with several students and teachers according to related questions.In the process of research,the author gets deep into the primary school classroom,through continuous reflection and practice,the study obtained the following results: From the teacher side,unilateral control of classroom teaching,lack of awareness of care.few teachers can focus on teaching students how to care for others in practice;From the student point of view,the students' emotional needs are not met,students lack the dominant position.In the caring relationship,students lack the ability to respond,which leads to the lack of bilateral development of caring relationship;Classroom teaching evaluation model single,classroom teaching is not integrated into care.Under the guidance of the theory of care,the author and co-teachers work together,care for education results.Through this study,the following conclusions are drawn: the class of Chinese lacks of emotion;students' sense of caring is eroded;teachers ignore the demonstration behaviors of caring;teaching evaluation suppress the development of humanity.To solve these problems,researcher uses caring theory as the instruction,through continuous observation,reflection,making research tools then puts forward proposals solutions: respect the students' emotional needs;enhance students' awareness on caring behavior response;pay attention to teachers' demonstration of caring behaviors;teaching evaluation on personality development.