Research On Teacher Intervention Behavior In Peer Conflicts Of Middle School Children

In the children's daily communication with peers,there is often a conflict or even aggressive behavior,which is the process that children must undergo in social development,and the correct handling of peer conflict between children is irreplaceable positive value.In kindergarten,the solution of the conflict of the child companion is largely dependent on the teacher's intervention,and the quality of the teacher's intervention becomes the key to the positive effect of the peer conflict.Middle school children between the peer conflict and teacher intervention with small classes,compared to large classes,have their particularity.Therefore,in this study,nine middle school teachers in a kindergarten in Dalian were selected as the research object,and literature,observation,interview and case law were adopted.First of all,the analysis of teachers' involvement in the conflict of middle school children is analyzed.It is found that teachers are involved in the type of activity,the initiative involved,the stage of intervention,the attitude of intervention,the way of intervention,the effect of intervention Status and characteristics.Then,it summarizes the research conclusion and analyzes the factors that affect the teacher's intervention behavior.Finally,the author puts forward the corresponding educational suggestions from the teachers,kindergartens and society.This study aims to provide teachers with better reference and suggestions for peer conflict in middle school children,to improve the quality of teachers' intervention,to play the positive value of peer conflict and promote the social development of children.