The Case Study Of Caring Behavior Of Junior High School Teachers

The establishment of caring teacher-student relationship between teachers and students is the prerequisite for teachers to cultivate students with moral qualities,and it is also an important way for teachers to experience self-worth and enhance their professional identity.Teacher is a kind of professional identity,the middle school provides a unique social practice space for the growth and development of teachers and students.In this particular time and space,in the daily practice of education and teaching,teachers speak and act in seemingly trivial,challenging and uncertain education and teaching care to nurture students,while generating a unique life and professional experience.This study selected three junior high school teachers with caring intention and caring ability in a middle school in the border area as the research object.The case study method was used to present how the junior middle school teachers in the border area implement appropriate caring behavior under the promotion of multiple factors such as regional cultural context,external institutional promotion and their own creative action,and construct their individualized caring cognitive concept.This paper analyzes three teachers' different cognitions and actions about " what is caring " and " how to care ",and explores the factors affecting teachers' caring behavior.Based on field research analysis and related literature research,this paper puts forward countermeasures and suggestions to promote the development of teachers ' caring behavior from different levels.The study found that :First of all,the junior class in the region bears the dual functions of cultivating high-quality citizens and cultivating high-quality builders and successors for the economic and social development of borderland.In-class caring teachers embody three typical caring styles : focusing on the result orientation of academic achievement,paying attention to the life orientation of warm companionship,and focusing on the development orientation of students' life growth.Teacher's caring behavior may occur in multiple time and space of teacher-student interaction,which is characterized by dispersion.Caring for students has become a self-expression and self-fulfilling way of life for teachers in professional life.Secondly,teachers' understanding of " caring " will change with the enrichment of educational practice experience and the improvement of teachers' reflection ability.Teachers' understanding of " what is caring " and " how to care " is a continuous generation process.From the perspective of caring content,teachers mainly meet the needs of students' physiological needs,emotional regulation needs,academic development needs,moral quality cultivation needs and education guidance.In terms of caring strategies,family-school co-education,role model motivation,teacher-student dialogue,listening to the voice of students,democratic management methods,giving students time to grow,and " seeing " 'students actively face strategies to care for students.The purpose of care ultimately points to the physical and mental health growth of students.Thirdly,in the context of educational care practice,teachers' caring behavior is jointly affected by multi-level and multi-directional factors.From the micro level,teachers' altruistic motivation,responsibility and self-realization are positive factors to promote caring behavior.From the perspective of the influencing factors at the middle level : the supportive care interaction between teachers and colleagues,parents,students and teachers' own caring experience may have a positive incentive effect on teachers' caring behavior,and vice versa.From a macro perspective,the inheritance of " benevolence " education thought in traditional culture,the shaping of the Corps spirit on teachers' professional ethics,and the caring school system have a positive impact on teachers' caring behavior.Finally,from the school level,teachers level,parents level,students level put forward suggestions to promote the development of teachers' caring behavior.