A Study On Interaction Between Teachers And Students In Primary And Middle Schools In Tibet From The Perspective Of Recognition Justice

The state regards fairness and justice as the basic value orientation of the balance of compulsory education,but in reality,it pays too much attention to the fairness of resource allocation,and it cannot be related to phenomena in educational activities.In order to deeply analyze the unfair problems of humiliation and contempt in the interactions between teachers and students in the classrooms of elementary and middle schools in Tibetan ethnic areas,the study selected a sample of 520 students from four schools in Tibet,from the recognition of the four dimensions of justice theory-love and care,and protection of rights,Equal treatment,and praise of achievement to investigate the fairness of the interaction between teachers and students in the classroom.The research found that:(1)There are emotional apathy,physical alienation,and physical violence in the interactions between teachers and students;(2)The value of students is devalued and basic rights are not valued;(3)The identity of students is rejectedBased on the theory of recognition and justice,the research believes that the key influencing factors are:(1)Analyze the impact of subjective and objective environments and the reasons for abuse of education and punishment from the perspective of love and care under the principle of need;(2)Analysis from the perspective of rights protection under the principle of equality Teachers' inadequate understanding of students' rights and the reasons for the limitations of classroom teaching time and rules;(3)From the perspective of fair treatment under the principle of difference,analyze the reasons for the loss of student status,the lack of students' communication skills,and teachers' lack of fairness in communication;(4)Analyze the reasons for teachers' teaching and management abilities,teachers' stereotypes towards students,and teachers' teaching values from the dimensions of social praise and emphasis under the principle of achievement.It is recommended to improve the fairness of classroom teacherstudent interactions in the following aspects:(1)Strengthen the psychological attention to students,create an educational environment with equal human dignity,and correctly use the power of education punishment;(2)Deepen the understanding of student power and fairness and satisfy students(3)Respect the subjectivity of students,change the teacher's view of communication fairness and cultivate students' communication skills;(4)Improve teachers' teaching and management abilities,eliminate stereotypes,and change the value orientation of teaching.The thesis is roughly divided into the following parts:The first part: combing the evolutionary trends and differences in the study of classroom communication between primary and middle school students from the vertical time dimension,reflecting on the misunderstandings and deficiencies in the classroom communication in Tibet from the horizontal reality dimension,and conducting recognition and recognition of justice on the basis of comparison with other related studies.The concept is explained and its deep meaning is analyzed and discussed.The second part: Describe the contradictions and conflicts faced by teachers and students in classroom communication in Tibetan primary and secondary schools.Set up questionnaires and interview questions for teachers and students to understand the emotional experience of teachers and students,and analyze the problems of teacher-student classroom interaction.The third part: Analyze the classroom interaction behaviors of teachers and students in Tibetan primary and secondary schools from the perspective of recognition and justice.Understand the desires of both parties for classroom interactions,and explore the reasons for the discordant phenomenon of classroom interactions.The fourth part: Discussion on the countermeasures for the fairness and perfection of classroom communication between teachers and students in Tibetan primary and secondary schools.Analyze the urgency of taking the recognition of justice as the research perspective,and conduct a value analysis of the classroom communication after the recognition.