Research On Public Junior High School Teachers' Behaviors In Civic Responsibility In Guangzhou

For enriching the basic theories about civic responsibility behavior research and helping teachers to realize the present situation of their own civic responsibility,literature method,comparison method,and questionnaire survey have been used in this article to interpret the concept of teachers' civic responsibility behavior,and it also gives explanation to the basic content,characteristics and research significance of teachers' civic responsibility behavior.Through the survey of Guangzhou public junior high school teachers' civic responsibility behavior,the thesis proposed some strategies to enhance the level of the Guangzhou public junior high school teachers' civic responsibility behavior from the following three aspects: teachers themselves,teachers' education and the society.The first chapter discusses the origin,purpose,significance,contents and research method of the thesis and briefly summarizes the researches related to the teachers' civic responsibility in domestic and foreign countries.The second chapter explains some basic theories of teachers' civic responsibility behavior.Teachers' civic responsibility is a complex psychological system,and it also is a kind of responsibility and action which means teachers rationally identify their citizenship,social system,morality,culture and so on.According to the psychological structure of responsibility,teachers' civic responsibility can be divided into the cognition of teachers' civic responsibility,the emotion of teachers' civic responsibility and the behaviors in teachers' civic responsibility.This article focuses on teachers' civic responsibility behavior.It refers to the behaviors,done by teachers as citizens,confirming to social norms,based on the external social regulations or individual willingness.Teachers' civic responsibility behavior can be divided into two categories,namely teachers' civic responsibility behavior in legislation and teachers' civic responsibility behavior in morality.Teachers' civic responsibility behaviors no only have the characteristics of sociality,plasticity and subjectivity,but also have the unique characteristics of education and demonstration.Teachers' civic responsibility behavior has important value for the teacher individual,the education teaching and society.It helps teachers to form the correct values of responsibility,to strengthen the civic identity and to promote teachers to comprehensively understand themselves as a whole person;It is also helpful for teachers to get practical guidance in promote students to form good citizen responsibility consciousness;Teachers' civic responsibility behavior helps teachers to actively participate in social public activities,so as to promote social integration among the citizens from different social layers.Teachers' civic responsibility behavior can be affected by the three factors: teacher individual,education and the society.The third chapter surveys the present situation and analyzes the main problems of the Guangzhou public junior high school teachers' civic responsibility behavior.The results indicate that: Guangzhou public junior high school teachers' legal responsibility behavior level is high than moral responsibility behavior level.To be specific,from the aspect of legal responsibility behavior,the responsibilities of the teachers from public junior high school in Guangzhou take best of are maintaining national pride and interest,national unity and abiding by the constitution and the law.Then the better ones are guarding state secrets,abiding by birth control policy,tax regulation and labor discipline;the worst behavior of civic responsibility is to maintain national unity.From the aspect of moral responsibility behavior,the best level of civic moral responsibility behavior of teachers from public junior high school in Guangzhou is to be honest and trustworthy,some civic responsibility behavior need to be improved,such as keep sanitary,helping others,taking good care of public property,abiding by public rules and so on.In addition,Guangzhou public junior high school teachers' civic responsibility behavior in legislation exist significant differences in degree of education and professional title,and there are no significant differences in gender and teaching age.Guangzhou public junior high school teachers' civic responsibility behavior in morality exist significant differences in gender,teaching age,degree of education and professional title.Guangzhou public junior high school teachers' civic responsibility behavior exist many problems,which mainly show the lack of self-discipline,overall behavior level of teachers' moral responsibility,as well as the low level of maintaining national unity behavior.The fourth chapter analyzes reasons of the problems in Guangzhou public junior high school teachers' civic responsibility behavior,and gives some suggestions to improve the level of civic responsibility behavior.The factors that affect Guangzhou public junior high school teacher's civic responsibility behavior mainly are:at the level of teacher individual,the degree of citizens' identification of teachers,cognitive level of civic responsibility and teachers' willingness to participate in public activities,etc;at the level of teacher education,whether the special civic responsibility courses are provided and whether the educators focus on penetrating the theory related to civic responsibility when they teach studentswill influence the enthusiasm of teachers to undertake the civic responsibility;at the level of society,the environment and cultural atmosphere of families,schools and communities can also affect whether the teacher undertake the civic responsibility.Therefore,teachers should strengthen learning and actively involve in the practice of building the socialist civic responsibility,and form a good moral responsibility personality as well as good personal character.The institutions of teacher education should set up special courses,and good use all kinds of civic responsibility education methods.At the social level,efforts should be made buy families to create good living habits,social interactions,and the home environment of equality and democracy;school should create good cultural atmosphere and conditions for teachers to enhance teachers' civic responsibility;communities should build good cultural atmosphere for civic responsibility and create more public activities.