The Investigation Of Junior Middle School New Teachers' Interpersonal Adaptation Between Teachers And Students

Education is one job focusing on educating students,but to some extent,education can be regarded as an interpersonal work,because the students' knowledge and abilities are acquired during the process of teacher-student interpersonal communications.In the context of the New Teaching Course Reform,the new type of relationship between students and teachers which is different from the traditional teacher-student relationship should be constructed.Therefore,based on this,the new teachers should have the ability of interpersonal adaptation to realize the effective interaction with the students.At the initial stage of the teaching career,because of the lack of the practical experience,the new teachers are easy to encounter the condition of role confusion so that the good relationship with students is difficult to establish.In addition,due to the unbalanced development of the junior middle school students' physiology and psychology,their character is featured with simpleness,closure and vulnerability.As a result,it's relatively hard for the new teachers to adapt in teacher-student interaction.With the emphasis of promoting the teachers' professional development and occupational adjustment,although the new teachers' interpersonal adaptation has got a place in them,the investigation depth of new teachers' interpersonal adaptation in teacher-student interaction is obviously inadequate.On the basis of it,doing investigation about the junior middle school new teachers' interpersonal adaptation between teachers and students is quite necessary.This study aims to investigate some of the Sichuan Province and Chongqing City junior middle school new teachers through literature analysis method,interview method and questionnaire survey method,and discuss the existing circumstances of their interpersonal adaptation in teacher-student interaction from three dimensions of interpersonal cognition,interpersonal reaction and interpersonal adjustment.Then according to Schutz' three-dimensional method of interpersonal needs,the study tries to analyze the reasons of existing problems and put forward some feasible strategies to help the new teachers realize the establishment of the good teacher-student relationship from the three basic interpersonal needs of contact need,dominance need and emotion need.The survey results show that in interpersonal cognition dimension,the junior middle school new teachers have difficulty in judging the students' real psychological status and evaluating the relationship with students.In interpersonal reaction dimension,inappropriate negative emotion,the lack of informal communication and unconsciously discriminate treatment are the main problems.In interpersonal adjustment dimension,there exists problems of self-reflection' limitation and superficiality and avoidance of the persistent problems.The condition of the junior middle school new teachers' interpersonal adaptation in teacher-student interaction is determined by the three basic interpersonal needs under the interaction between subjective factors and objective environments,so the satisfactory rate of the new teachers' interpersonal adaptation provides a basis for exploring the reasons of these problems.In the aspect of contact need,the lack of informal communication opportunities and the difference of teachers' personality trait and individual inclination would influence the contact frequency between new teachers and students.In the aspect of dominance need,invisible permeation of traditional ideas about teachers and students,negative consensus of relevant regulations and the lack of interpersonal supports cause the imbalance in teachers' dominance need.In the aspect of emotion need,because of the failure of the teacher role's transition and the periodic characteristics of students' mental development,the emotion need of the new teachers can't be satisfied easily.In view of the above reasons,this study takes the connotation of three basic interpersonal needs into consideration and puts forward following strategies to promote the junior middle school new teachers' personal adaptation in teacher-student interaction.The first strategy is to increase contact opportunities between teachers and students to face up to the contact need.This can be reached by organizing activities which are beneficial for body and mind to create contact opportunities between teachers and students,reducing workloads of new teachers to improve the contacting time with students and strengthening self-cognition and self-reflection to reexamine the teacher-student contact frequency.The second strategy is to perfect the interpersonal support system to balance the dominance need of new teachers.This can be achieved by optimizing the ways of educational practice to accumulate interaction experience,enriching the pre-training and post-training's content to fill the knowledge gap of the interpersonal interaction and establishing the teacher learning community to correct deviation of interpersonal cognition.The last strategy is to change the expressions of emotion to satisfy the new teachers' emotion need.This can be realized by understanding the students' characteristics of psychological development to build trust and enhancing emotional management to balance emotions between teachers and students.