Research On The Authority Of Junior Middle School Chinese Teachers

Chinese literacy is the basis of students to learn other courses, but also the quality of education and people's comprehensive development of education is the inevitable requirement. Chinese language is a bridge of knowledge inheritance, the basic, instrumental and humanistic nature of Chinese subject determines its important position and function in the curriculum system. With the rapid development of information technology and the deepening of the reform of education, the traditional knowledge dissemination system is broken, and the role of public opinion to the language teacher is questioned. China has always attached great importance to and stressing the teacher's dignity, is often the relationship between teachers and students on the master, neither democratic nor equal, resulting in indifference, lack of communication; in practical teaching, teachers focus only on imparting academic knowledge, while ignoring the "moral appeal be a model for others" and influence;and teacher qualification gradually open, for life to aggravate the contradiction between economic benefits and higher competition system reform, lower social expectations, from all aspects of society, parents, schools and teachers' pressure makes Chinese teachers trapped in predicament, in all kinds of education for lost, and some even have a negative attitude.The effective master of knowledge, the inherent value of students, the moral attitude, behavior and other aspects of the socialization of teachers' authority.The key to cultivate students' Chinese accomplishment is the period of junior middle school students' academic performance is an important indicator to evaluate the quality of Chinese classroom teaching. No matter what kind of teaching method or teaching form, it is necessary to implement the evaluation of students' academic performance. The special nature of the Chinese teacher's identity decides that it can not be simply equated with the tool of knowledge communication. Students' recognition of the Chinese teachers' authority directly influences the attitude of the students and the importance of Chinese language discipline, which can affect the students' achievement.Based on previous research, this paper uses the methods of literature data, questionnaire and interview to analyze and study the problems in the teaching of Chinese language teaching in junior middle school. Mainly from two aspects of theory and practice on the problems existing in the Chinese classroom teaching in junior middle school teacher authority for system analysis and research, reveals the junior middle school language teacher authority is currently faced with the traditional authority of alienation, institutional authority marginalization, knowledge authority tools and authority to inspire fragile problems, according to Chinese present situation and problems of teacher authority, combined with the related reason analysis, proposed from the aspects of society, schools and teachers' seven the countermeasure and the suggestion to solve the problem effectively, to make social, schools, teachers and students clear language is the necessity and significance of the existence of teacher authority, change the traditional concept and attitude, improve the application of the language teacher authority, promote the improvement of language classroom teaching effectiveness, in order to build the rationality of social development of the language teacher authority.