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教师权威是教育领域中不可回避的问题之一。近年来,随着教育理论和教育实践的深入发展,有关教师权威的消解与重构再次成为学界探讨的热门话题。本研究对农村初中生的教师权威认知状况进行了调查研究,探讨了农村初中生的年龄、性别、父母的职业与学历在主客观和六大因子上对教师权威认知发展的影响,并总结了学生教师权威认知发展的规律,以期为农村初中教师合理构建和发挥自己的教育权威提供理论支撑和实证依据。
Teacher’s authority is one of the unavoidable problems in the field of education. In recent years, with the further development of educational theory and educational practice, the digestion and reconstruction of the teacher’s authority has once again become a hot topic in the academic circle. This study investigates the cognition of teachers ’authority in rural junior high school students, and explores the influence of junior high school students’ age, gender, parents ’occupation and education on the cognitive development of teachers’ authority in the subjective and objective factors and the six factors The author summarizes the law of the cognitive development of student teachers’ authority, with a view to providing theoretical support and empirical evidence for rural junior middle school teachers to rationally construct and exert their educational authority.