| The state has issued a number of policies,represented by the "Plan for Strengthening Teachers in Basic Education in the New Era",requiring teachers to strengthen their professional quality and moral cultivation,refining the relevant regulations on the protection of teachers’ physical and mental health in the "Teachers Law",and striving to create a fashion of respecting teachers and valuing education in the whole society.However,in the process of social development,the authority of teachers is facing great challenges.Even in the event of conflicts between teachers and students,teachers are not treated fairly,and students are in an advantageous position.The infinite expansion of their subjectivity squeezes teachers’ subjectivity.In order to make respect for teachers and education become a common trend,explore how to solve the problem of teachers being bullied by students.Based on the collation and analysis of domestic and foreign literature on teachers being bullied by students,this study adopts a mixed research method,conducts questionnaire survey and narrative research at the same time,conducts purpose sampling according to the answers to the questionnaires,selects semi-structured interview subjects,and supplements and verifies the status quo of junior high school students being bullied by the questionnaires through narrative research.Husserl’s empathy theory and Martin Buber’s dialogue theory,which provide specific guidance for teacher-student communication behaviors in the category of intersubjective philosophy,are selected to analyze the reasons.Binary logistic regression is used to analyze the causal relationship between teacher-student empathy ability,dialogue relationship and bullying.In addition,analyze the reasons for junior high school students’ bullying teachers through narrative analysis.Supplementary questionnaire analysis results.And based on this,a countermeasure to eliminate the phenomenon of teachers being bullied by students in junior high school from the perspective of intersubjectivity was proposed.The findings are as follows: Firstly,the data of teachers being bullied by students and students bullying teachers show a positive skewed distribution.Secondly,the bullying rate of teachers was higher than that of students.51.33% of teachers had been bullied by students at least once,and teachers believed that students’ relationship bullying was the most serious.40.04% of students had bullied teachers one or more times in some way,but students thought that verbal bullying was more common.In addition,it is common for students to go against their teachers.Thirdly,through the analysis of the demographic variables of teachers and students,it is found that the bullying of teachers’ property by boys is significantly higher than that by girls,the bullying of teachers by rural students is significantly higher than that by urban students,the bullying of teachers’ property by only children is significantly higher than that by non-only children,and the verbal bullying of teachers by ninth grade students is significantly higher than that by eighth grade students.The cyberbullying of teachers by intergenerational raising students was significantly higher than that of students raised by both parents.Fourthly,the quantitative research found that the dialogue relationship between students and teachers had an impact on their bullying behavior.With each increase of one unit of the dialogue relationship between students and teachers,the possibility of students’ bullying behavior decreased by 54.1%.The narrative research added other reasons: teachers relied on selfexperience,students were addicted to their own world,and teachers and students lacked sincere dialogue.Finally,the researchers put forward four countermeasures to eliminate the phenomenon of bullying: teachers attach great importance to students,teachers guide students to understand teachers,schools improve the management system of teachers and students,and promote the coordination of family,society and school education. |
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