Research On Teachers' Understanding Of Students

At present,the international community urgently needs mutual understanding between people of different regions and cultures to build a harmonious world.As a result,various educational forms with "understanding" as the spiritual core have been formed in the education field.Education is striving to transform from subject-based and knowledge-based to realizing the overall development of every student.The recognition of the student's dominant position and the emphasis on the growth of students call for the spirit of understanding in education.The value of understanding in the field of education is becoming more and more evident,and educators are committed to unveiling the veil of understanding,and from the perspective of understanding,to cultivate new forms of educational practice for the growth of students' lives.Looking at the current research results related to understanding in the field of education,it is rare to explore the analysis and discussion of teachers' understanding of students from the perspective of interpersonal understanding,comprehensively absorbing the nutrition of disciplines such as psychology and philosophy.This research take "teacher's understanding of students" as the research topic,and clarify the essence,characteristics,value,basic process and main content of teachers'understanding of students based on the wisdom of predecessors.Interpersonal understanding is the essence of teachers' understanding of students.Subjectivity,inter-subjectivity,reciprocal reciprocity and moral affection are the Characteristics of"teacher's understanding of students",and "teacher's Accurate and comprehensive understanding of students" can promote the growth of students' spiritual self,enhance teachers' professional well-being,and enhance the effectiveness of education and teaching.The process of communication and dialogue is the process of teachers'understanding of students.The teacher's understanding of students includes many aspects under different classification dimensions.In order to avoid empty talk,this research tries to build a bridge between theory and educational practice.This study selects some teachers and students of Q primary school in W city as the object of empirical research.Through the application of interview method,simulation method and case analysis method,various influencing factors of teachers' understanding of students are explored and explained.And This research attempts to explore the main problems that may exist in the status:teachers' lack of understanding of underachievers;narrow understanding of the content,which can be seen in teachers' inadequate understanding of students' existing knowledge;teachers'immersion in classroom performance makes "I" and "you" "Can't meet in classroom teaching;teacher's self-assessment is wrong,and the level of reflection is low.In the specific process of understanding,that is,the process of communication and dialogue,there are also some problems:teachers' singular understanding of language meaning,obvious projection tendency and lack of emotional experience.Through the perspective of each problem and the overall analysis of the cause of the problem,this research finally puts forward suggestions to promote teachers to understand students:change their concepts and awaken the awareness of understanding students;understanding should be for all students and teach students in accordance with their aptitude on the basis of equal treatment;teachers should Understand students comprehensively and accurately understand their existing knowledge level;consciously create classroom dialogues to make understanding possible;create a pleasing space for communication and build empathic dialogues;improve the level of reflection and return to self-understanding;increase relevant training and seminar activities to provide external support for understanding students.