A Narrative Study Of Novice Teacher Experience In Teacher-student Conflict In Primary Schools

In recent years,the conflict between teachers and students has become more and more serious.Teacher-student conflict refers to the hidden or open confrontation between teachers and students due to the differences in values,status,goals and other aspects between teachers and students,as well as the failure to meet the role expectations of the other,so as to satisfy their own way of interaction.Teacher-student conflict has become a hot issue in recent years.Teachers and students are in a special school management system.When one party fails to meet the expectations of the other,it is easy to turn the potential conflicts between the two parties into dynamic conflicts.In order to analyze and solve this outstanding contradiction in the teacher-student relationship,many researchers have made in-depth discussions on the teacher-student conflict from different perspectives,which has had a positive impact on easing the teacher-student relationship,strengthening the class construction,improving the school management system,etc.,and has made certain contributions to promoting the healthy development of quality-oriented education.Review related research can be found,however,in some typical characteristics of the conflict between teachers and students,people pay more attention to the so-called "vulnerable groups"-the performance of the pupils,feel,consequences,emphasized on behalf of the interests of the students,and the inner experience of teachers in the conflict is rarely take into account,so that in some extreme events,and to keep reputation for teachers under duress,teachers' personality and dignity is trampled and insult.This not only damages social justice,but also has a negative impact on teachers' physical and mental health development,and hinders teachers' education and teaching as well as their own professional development.As a common phenomenon in the process of education and teaching,teacher-student conflict is a problem that teachers must face and resolve.Therefore,through in-depth interviews,this paper explores the teacher-student conflict from the perspective of primary school novice teachers' individual experience.This study isdivided into three parts: the first part is the introduction,which sorts out the relevant literature on the questions raised,defines the core concepts,clarifies the purpose and significance of the research,and introduces the research methods and the research process.The second part focuses on the cognitive experience,emotional experience and attitude experience of elementary school novice teachers in the conflict between teachers and students.The qualitative research method is adopted to "restore" the original cause and process of the conflict between teachers and students,and to explore the difficulties encountered by teachers in dealing with the conflict between teachers and students.The methods and teaching effects of conflict resolution between novice teachers and expert teachers are compared.In the third part,the research conclusions and Suggestions are summarized.Firstly,the problems and difficulties of novice teachers in conflict management are summarized.Secondly,it discusses the influence of the conflict between teachers and students on teachers.In order to better deal with the conflicts between teachers and students,this paper puts forward reasonable Suggestions from the three aspects of teachers,schools and families,so as to provide reference for the construction of a harmonious relationship between teachers and students.At the end of the paper,the whole study is reviewed and prospected.