This study aims to investigate the life caring beliefs and the reasons for the formation of life care beliefs of a female teacher in junior high school; and how to practice life care in the teacher-student interaction, and summarize her concern for the way and suffered the plight, then to understand the case of teachers in teacher-student interaction in the life care practice and features.
In order to reach the above-mentioned goals, this study adopts the approach of case study, selecting Ms. You-Dao (an alias), from Kaohsiung Municipal Happiness junior high school as the study subject. The data collection were conducted through interviews, classroom observations, and documents analysis, to understanding her life care and teacher-student relationship. According to the study, we induce the following conclusions:
1. The belief of life care, and influencing factors of the case teacher
(1)Life experience, to open and shape the life care beliefs.
(2)Teaching experience, to adjust and firm life care beliefs.
(3)The concepts of Fu-Chi, to support and integration life care beliefs.
2. Characteristics and strategies of the case teacher of life care practice
(1)Hospital bedside teaching, the use of teaching strategies, and extend the power of caring.
(2)Special education, to create a special highlight of the child's.
(3)To face youth at risk, to explore the advantages of students and to approve.
3. The way of case teacher's life care and facing difficulties coping
(1)To face the helplessness of the low-achieving students : Build up their confidence in affirming.
(2)To face teacher-student conflict and confrontation : Do good marketing concept, to reduce opposition.
(3)To face the plight of the caring : Positive thinking, a predicament for the help.
Finally, based on the above conclusions, we submit some concrete suggestions for junior high school teachers want to use the life care business teacher-student relationship, and for the future researchers to use as a reference.