Research On Educational Punishment Behavior Of Rural Junior Middle School Teachers

In recent years,with the popularization of information network,the educational disciplinary behavior of teachers in the stage of basic education has aroused widespread concern and strong repercussions in the society.Teachers' educational disciplinary behavior is not only related to students' development,parents' expectations and school construction,but also related to the future of the country.Reasonable educational disciplinary behavior plays an important role in creating a good educational ecology.In addition,China's rural areas cover a vast area,but educational resources are relatively scarce,and teachers are weak.It is common to implement disciplinary behavior and problems of disciplinary behavior in the process of management and teaching.Under the guidance of planned behavior theory,this study focuses on the educational disciplinary behavior of rural junior middle school teachers,selects two ordinary rural middle schools in Q County as representative samples,and makes a non participatory observation on the daily educational and teaching activities of teachers in Grade 1 to grade 3.On this basis,the researcher uses the method of "purposeful sampling" to select the interviewees for semi-structured in-depth interviews.Through the description and analysis of the current situation of educational discipline behavior in two rural middle schools in Q County,we further find the main problems: the alienation of educational discipline understanding,the homogenization of educational discipline methods and the lack of educational discipline rationality.At the same time,explore the causes of educational disciplinary behavior problems,mainly including educational disciplinary behavior attitude,That is,emotional behavior attitude(recognizing disciplinary means for violations and helpless actions)and instrumental behavior attitude(establishing teachers' authority,saving time and effort and improving academic performance);subjective norms of educational discipline,that is,exemplary norms(Senior Teachers' influence and managers' influence)and mandatory norms(managers' influence and parents' influence);perceived behavior control of educational discipline,that is,internal factors(personality characteristics,experience of individual being punished,results of previous disciplinary actions)and external factors(students' resistance intensity,parents' response,lack of school punishment rules,possibility of being reported).Based on the above research,we can improve the educational disciplinary behavior of rural junior middle school teachers mainly from three aspects: teachers,parents and schools.First,teachers should improve the professional quality of the implementation of educational discipline.Strengthen autonomous learning,pay attention to the diversified development of students,and pay attention to their own mental health.Second,parents should cooperate with management to realize "home school" co education.Update the educational concept,correctly exercise the right of supervision,and put forward reasonable suggestions.Third,schools should create a healthy educational and disciplinary environment.Managers must set an example and formulate specific and feasible disciplinary rules.