Research On Elementary School Teachers' Caring Behaviors

Teachers' care for students is an important part of teachers' professional ethics.The quality of teachers' caring behavior for students is the key to determine whether teachers can enter students' minds,win students' recognition,and then carry out effective education for students.For primary school students with immature rational knowledge,the perception and recognition of the quality of teachers' caring behavior will even directly become the key to restrict the depth of teacher-student communication and determine the effectiveness of teachers' educational behavior.In modern society,with the traditional relationship between teachers and students based on kinship or expanded kinship is being replaced by a working relationship based on contract ethics,lack of care and improper care of teachers for students have become important problems that restrict the communication between teachers and students and the effectiveness of teacher education in modern school education.Therefore,it is of great practical significance to improve the quality of primary school teachers' caring behavior by studying the performance of primary school teachers' caring behavior and the differences between teachers and students in their perception of this problem.This study mainly adopts the methods of questionnaire survey and comparative analysis.Firstly,by means of "open questionnaire survey",this paper classifies and summarizes the "teachers' caring behavior","teachers' non-caring behavior" and the caring basis of the behavior perceived by the students,and then divides the basic types of "teachers' caring behavior" and "teachers' non-caring behavior" according to the corresponding caring attribute.Secondly,through the "closed questionnaire" to investigate the teachers and students' perception characteristics and differences of teachers' caring practices,we can analyze and compare the teachers and students' perception differences of teachers' caring behaviors and characteristics of teachers' caring.In this process,the comparative analysis of three aspects is mainly carried out:(1)the comparative analysis of the characteristics of teachers' caring behavior and teachers' non-caring behavior;(2)students' perception differences of teachers' care;(3)teachers' and students' perception of teachers' caring difference analysis.The findings are as follows: firstly,in the aspect of teachers' caring behavior type,according to the division of the attributes of the care,there are seven main kinds of "teachers' caring behavior," that is the teacher's praising behavior,encouraging behavior,close behavior,inclusiveness,respect,concern and correcting behavior,and four types of "teachers' non-caring behavior" that is non-fair,non-inclusiveness,disrespect,and indifferent behavior.Among them,the teacher's praise,encouragement and close behavior is of the best effect;Respect,inclusiveness,concern and fairness are the essential prerequisites of effective care for teachers.Secondly,in terms of teachers care status,teachers still exist many improper correct behavior,along with behaviors lack of inclusiveness and respect,which causes the effect of teachers' caring behavior overall is low,while students' demand and expectation of care for teachers' inclusive behavior are far higher than the current situation of teachers' inclusive behavior.In addition,in terms of the differences in students' perception of caring,the differences in teachers' caring behaviors between students with different grades and students with different personalities were compared and analyzed.Finally,in terms of the differences in the perception of teacher-student care,it is found that the teacher-student interaction still has the problems of estrangement and insufficient mutual understanding.On the one hand,teachers' awareness of implicit care is not perceived by students;on the other hand,students' implicit care needs are not recognized by teachers.Combined with the research findings,the author puts forward the following targeted strategies to improve the quality of elementary school teachers' care :(1)grasp the "one target" of caring for students: whether it can truly give encouragement and support to students and enhance students' sense of self-efficacy and self-identity;(2)adhere to the "four questions of caring" in the process of caring: whether we care enough,respect enough,tolerate enough and be fair enough for students;(3)give full play to the caring utility and advantage of teacher's praise,encouragement and close behavior;(4)according to the students' different grades,ordinary performance and personality reflected in the different needs for care,to provide personalized teacher care behavior;(5)teachers should pay attention to fully express their own intentions to students and reach an understanding consensus.