Intervention Study On Teacher-student Interaction Barrier In Boarding Primary Schools From The Perspective Of Caring Ethics

Teacher-student interaction is one of the main motivations within the school education system and the micro-foundation of all educational relations and norms.The pattern of teacher-student interaction will affect the effect of education,and the importance of teacher-student interaction in boarding schools is more prominent.However,in the past discussion and analysis of teacher-student relationship,less attention is paid to the characteristics of teacher-student interaction in the special field of boarding system and intervention measures are carried out to try to improve it.Researchers try to introduce caring theory as an entry point to break through the barrier of teacher-student interaction and understand to what extent specific caring intervention programs can improve the quality of teacher-student interaction.In order to deeply understand the teacher-student interaction in boarding primary schools,the researcher chooses a boarding X primary school in G County,a Tibetan Autonomous Prefecture in Qinghai Province as a field site.It is found that the teacher-student interaction in Class C of Grade Five shows three characteristics :interaction confined to classroom environment,interaction confined to learning tasks and interaction confined to behavior punishment.According to the interaction time,space and content,four types of interaction can be divided : avoidance interaction,accidental interaction,task interaction and interpersonal interaction.At the same time,the class has the problem of lack of accidental interaction,limited task interaction and interpersonal interaction.In view of the above interactive barrier problem,the researcher designed an intervention program for teachers and students ’ cognition and behavior based on caring ethics.Head teachers and students are the key intervention objects to carry out one-month intervention.Comparing the types of teacher-student interaction before and after the intervention,it is found that there is a positive change in the types of teacher-student interaction,from avoidance to contingency,from contingency to interpersonal interaction,and the coexistence of task-based interaction and interpersonal interaction.It can be said that the barrier of teacher-student interaction has been alleviated to some extent.Accordingly,this paper draws the following conclusions : First,care is the proper meaning of teacher-student interaction;Second,the realization of educational care in interaction requires not only the efforts of teachers,but also the exertion of students ’ subjectivity.Third,care does not mean indulgence,there is educational limit in the practice of teacher-student interaction.On this basis,the paper puts forward three suggestions : first,school education should incorporate care into cultural construction;Secondly,the care quality of in-service teachers should be improved to stimulate the endogenous motivation of positive interaction;Thirdly,it is required to build a long-term mechanism of multi-participation to ensure the stable operation of interactive care.This paper hopes to clarify the current situation and problems through previous research,design intervention programs,and provide effective experience for future intervention in teacher-student interaction and teacher training projects.