Study On Strategies For Improving Classroom Authority Of Novice Teachers In Primary Schools

Classroom authority plays an important role in teachers’ handling of the relationship between freedom and authority,maintaining classroom order and building teacher culture in schools.However,through the preliminary literature review and preliminary observation,the researchers found that in the first few weeks after the new primary school teachers took over the class,they usually played the roles of "students’ friends" and "students’ parents".These roles continued in the classroom performance,They were usually eager to gain students’ recognition and respect with their own personal charm and the external traditional authority.This method is usually easy to operate,so it is easily favored by novice primary school teachers.However,it often leads to confusion in the classroom,which has a negative impact on the teacher’s acquisition of classroom authority and long-term development.Combined with the important value of classroom authority and the confusion of novice primary school teachers in the classroom authority,the author adopts the questionnaire method,interview method and classroom observation method to conduct an investigation and make a detailed analysis of the problems,so as to make effective improvement suggestions for novice primary school teachers in class authority.Because of the particularity of the novice primary school teachers,this paper divides six types of authority based on the theories of M.Weber and A.Koyev.Combined with the understanding of the classroom,the connotation of the six types of authority in the classroom is clarified.On this basis,a large scale survey of primary school teachers(including novice teachers and expert teachers)is conducted firstly with questionnaires,and then a supplementary survey of primary school teachers is conducted through interviews and classroom observation.Through empirical investigation,this study finds that novice primary school teachers are indeed more accustomed to relying on the power of traditional authority and charismatic authority.But they ignore the effective application of other authorities in the classroom.The main manifestations are that primary school novice teachers tend to be indifferent to the leadership authority of the classroom;they have emotional colors for the impartial authority of the classroom;they have a single judgment on the professional authority of the classroom;they are in awe of the institutional authority of the classroom.Based on the relevant literature and empirical data,it is found that the main reasons for the problems are: teacher culture undermines the leadership authority of the classroom;educational bias undermines the impartial authority of the classroom;single cognition undermines professional authority of the classroom and vague goal undermines the institutional authority of the classroom.In view of this,this study intends to take the current problems of primary school novice teachers—the leadership authority of the classroom,the impartial authority of the classroom,the professional authority of the classroom,and the institutional authority of the classroom as the entry point,and propose strategies to improve from the two levels of teachers and schools: Teachers must clear about the significance of foreseeing and planning,enhance the consciousness of the use of rules,strengthen the attitude of life-long learning,and maintain an incredible style;schools must actively build a good teacher culture and vigorously enrich the connotation of institutional authority.