A Study On The Strategies Of Handling Companion Conflicts Between Novices And Skilled Teachers

Peer conflict is a common behavior in the process of children's development.It is an inevitable process for children's social development.It can be said to be a normal teaching event and teaching existence.As an important person who affects children,teachers' attitudes and ways of dealing with conflicts affect children's cognition of conflicts and the development of children's social communication ability.How can teachers deal with conflicts so as to maximize their positive effects? At present,the research on this aspect is mainly the research on the current situation of teachers' involvement in conflicts.However,few researchers have done research on the handling of peer conflicts among children by teachers at different stages of development.Therefore,this study will focus on discussing the similarities and differences between novice teachers and skilled teachers at different stages of development in the selection of conflict management strategies and the factors affecting the selection of strategies,and put forward relevant suggestions to improve teachers' ability to deal with conflicts.This research mainly uses questionnaire survey to collect data from front-line teachers in three kindergartens in Jinan and Ankang.In addition,three novice teachers and two skilled teachers were selected for field observation and interviews.Cases of conflict management were collected from them for comparison and analysis.The similarities and differences between novice teachers and skilled teachers in the selection of conflict management strategies were found,and the influencing factors were found.Finally,suggestions were put forward.The research mainly draws the following conclusions: novice teachers and skilled teachers have both similarities and differences in the choice of conflict management strategies.The same point is reflected in the fact that novice teachers and skilled teachers both choose negative strategies in the more intense conflicts between children's peers and conflicts involving special children.The differences are mainly reflected in:(1)there are significant differences between skilled teachers and novice teachers in the use of negative strategies such as authority suppression in peer conflicts of resource-competing children;(2)There are significant differences between novice teachers and skilled teachers in the application of active guidance strategies in behavioral and action conflicts.There is a difference between novice teachers and skilled teachers in their strategy handling behavior after using authorityto stop,and the number of subsequent use of positive strategies is significantly lower than that of skilled teachers;(3)There are significant differences between novice teachers and skilled teachers in the use of positive guidance strategies in verbal provocation type children's peer conflicts;(4)There are significant differences between novice teachers and skilled teachers in the selection of active guidance strategies in maintaining rules or conflict of opinion children's peers.The factors restricting the choice of conflict management strategies for novice and skilled teachers mainly include teachers' emotional self-control,work pressure,and experience.Combined with the conclusion,the author puts forward the following suggestions:(1)changing teachers' cognitive concept of conflict;(2)improving teachers' emotional self-control;(3)treat special children equally;(4)to improve novice teachers' awareness and ability to use positive strategies;(5)improving the ability of skilled teachers to deal with conflicts;(6)novice and skilled teachers should build a learning community.