The Present Situation And Intervention Research Of Middle School Teachers' Stigma To "Problem Students"

At the National Committee of the Chinese People's Political Consultative Conference in 2021,General Secretary Xi explained the problem in the field of education:"Education,whether in school or family education,should not be too focused on scores.Scores are a temporary gain and we have to look at the growth goals of a lifetime.If a healthy and mature personality is not formed in the end,it will be unqualified." More and more teachers are beginning to pay attention to the development of students' personality,and gradually realize the importance of treating students fairly and not "only scores." Make every child get the development it deserves and pay attention to the child's mental health.However,in the real school field,there are still some teachers who classify students according to their grades,performance,abilities,and even social background.Some students with unsatisfactory grades and non-compliant behaviors will be stigmatized by teachers as"problem students." Teachers use different behaviors and attitudes to isolate these so-called "problem students" from other students and treat them differently,causing the"problem students" to suffer hidden psychological harm.This paper uses observation methods and interview methods to investigate the actual situation of the specific words and high-frequency scenarios of the stigma of problem students by middle school teachers,and uses implicit association tests to measure teachers'implicit stigma attitudes,and uses corresponding explicit attitude tests to measure teachers'apparent stigma attitude.This paper designs a set of intervention programs based on the collected typical scenarios and data analysis results combined with previous methods.Two evaluation angles:self-assessment,third-party assessment,and three evaluation tools were used to verify the intervention effect.Research one collected the specific words and actions of middle school teachers on the stigma of problem students through observation and interview methods,and collected the opinions and feelings of problem students on these words and actions.The implicit association test was used to measure teachers' implicit stigma attitudes towards problem students.The results showed that Teachers' stigmatization of problem students presents types of complexities and concentration of scenes,among which punishment words and deeds and scenes about learning problems are the most common.Teachers have an implicit stigma attitude towards problem students,and the older they teach,the more obvious it is.Problem students have negative feelings about teacher stigma,mostly negative emotions such as feelings of injustice,discomfort,and grievance.Research two is based on the real data of the teachers on the basis of the first study,presents the results of observations and interviews in the first study,presents facts and scenarios,and designs an intervention plan through a combination of seminars and counterstereotype materials.Experiments enable teachers to understand that they do have stigma attitudes and stigma words and deeds,and will have a negative impact on the psychology of problem students.Intervention makes teachers' perceptions change,thereby reducing teachers' implicit and explicit attitude of problem students.Stigma attitudes,using implicit connection test and explicit test as pre-and post-tests,finally proved that teachers' implicit and explicit stigma attitudes were significantly reduced,which verified the effectiveness of the intervention.This dissertation focuses the research object on the field of teachers,and designs a set of systematic and operable measurement and intervention programs to reduce the stigma of problem students,and provides new ideas for intervention research in this field.