A Study On Bullying Cognition Of Primary School Teachers

In recent years,due to the frequent occurrence of bullying on campus,it has caused serious physical and mental damage to students,The prevention and control of campus bullying requires the joint efforts of society,schools and the relevant people.The prevention and control of campus bullying requires the joint efforts of society,the school and the relevant people.The school is the place where bullying is most common.Therefore,the exact knowledge of the teachers of campus bullying directly determines whether the prevention and control of campus bullying can be carried out smoothly.Based on the study of the cognitive ability of school teachers of campus bullying,this paper discusses the existing problems of the recognition of school teachers of campus Mobbing,analyzes the factors of the cognitive deviation of school teachers of Campus Mobbing and proposes countermeasures to improve the cognitive capacity of school teachers of Campus Mobbing.This study is based mainly on the cognitive definition of Hong Fuyuan's research on the cognition and attitude of primary and secondary school students and teachers to bullying on campus and starts from the four aspects of cognitive perception,attitude,judgment and management style to the concept of campus bullying and adopts the interview method to examine the cognition of 60-teachers to campus bullying in three primary schools.The results show that primary school teachers have no comprehensive understanding of the concept and type of bullying and have a stereotype on both sides of bullying;ignore the severity of bullying on campus,have little participation in bullying training,have prejudices against bullying and sympathise with tyrants;Evaluate bullying types unilaterally and confuse the characteristics of bullying behaviour;deal with bullying problems in a single way and conservative management strategies The follow-up of bullying parties is not present.The main causes of these problems are external and internal.Questioning parents about bullying on campus,inadequate implementation of bullying training for teachers on campus;internal reasons include insufficient knowledge of teachers about bullying on campus,underestimation of the speed of psychological development of pupils and unbalanced development the cognitive abilities of teachers.In order to encourage primary school teachers to play an important role in preventing bullying on campus and to improve their cognitive level of bullying on campus,it is necessary to improve the cognitive level of campus bullying from the outside,including the correct dissemination of campus bullying knowledge,the conduct of campus bullying training for teachers,the improvement of response measures and clarification of the main responsibilities of teachers;it is also necessary to improve the cognitive level of campus bullying of teachers from within.The knowledge of bullying includes learning bullying knowledge,improving professional quality,understanding of bullying hazards,increasing attention,improving judgment,effective prevention of bullying behaviour,learning professional responses,improving adaptability,the integration of theory with practice and the improvement of self-awareness.