功能论视角下师生冲突的研究

发布时间：2018-04-08 21:02

本文选题：师生关系　切入点：师生冲突　出处：《山东师范大学》2017年硕士论文

【摘要】：师生关系是教学中最重要的一对关系,它关系到教学的发展与教育的进行。近年来师生关系经常奏起不和谐之音,师生冲突频繁发生,小至师生冷战,大至口角争论乃至肢体冲突,这种现状严重影响着师生健康的教学交往,对教师与学生的身心健康都带来了很大的威胁,更是阻碍着教学与教育的顺利进行。很多学者从很多方面探究师生出现矛盾的根源,力图缓解师生冲突,重建健康和谐的师生关系,视角更是从教育学到心理学、社会学、文化学等,众多的视角为本人研究师生冲突开阔了视野,并同时让我们可以就师生冲突下的教育又更多的思考。功能主义学派是社会学里比较重要的理论学派,在对社会的分析中,偏向于将社会按照整体与部分的关系来看待分析,在社会的和谐稳定方面更是强调社会的各部分之间的共识,即各部分拥有的共识越多,则作为整体的社会越和谐。同样,功能主义学派也将其用在对待教育的问题上,功能主义学派也同样用整体与部分关系这一视角来将教育看作整体进而分析教育问题,这一视角对本人研究师生冲突带来了启示,即也可以将师生关系看作整体,而师生关系的和谐与否则主要依赖于两者之间的共识是否存在。因而,本人基于功能主义学派的功能论的视角对师生冲突问题进行了研究,主要采用了文献法对师生冲突问题进行了研究。基于功能论的视角看待师生冲突,我们发现师生关系也是一个整体,在这个整体之下最主要的部分是教师和学生两个主体,师生之间发生冲突的根本原因在于教师和学生之间在一些重要的教育问题上共识的缺失,而认真分析共识缺失的情况以及其原因是缓解师生冲突的重要的一个环节。通过文献研究以及案例观察,本人将师生之间最重要的几个共识分为三种,一是维系教育理想的共识;二是维系师生角色定位的共识;三是维系师生交往实践的共识。而就现实的情况来看,这三个最主要的共识都断裂了,针对其断裂的几个方面,修补共识并缓解师生冲突的关键就在于一是慎思教育理想,二是重构教师权威,三是审视学生主体。在这个关键点的基础上,提出以下几点实践策略来重建共识,一是疏导舆论,二是建立规矩,三是对话沟通。基于此,本论文共设计了以下四个部分:第一部分:绪论,主要介绍论文选题的背景意义,国内外研究的情况、研究的目的意义、研究的思路与内容、研究的方法等。第二部分:对相对概念进行了界定,同时也将简述了功能论的思想与内涵,探索出功能论视角下的冲突与师生冲突的涵义,简述功能论视角下的师生冲突是由共识的断裂而产生的。第三部分:利用功能论的视角分析教育中引起师生冲突的三大共识的断裂,进而描述了共识断裂下的师生冲突的表现。第四部分:针对共识断裂引发的师生冲突这一根源,提出相应的理论与实践策略。
[Abstract]:The teacher-student relationship is the most important pair of relations in teaching, which is related to the development of teaching and the progress of education.In recent years, the relationship between teachers and students has often played the sound of disharmony. Conflicts between teachers and students occur frequently, ranging from the cold war between teachers and students, to arguments and even physical conflicts between teachers and students. This situation seriously affects the healthy teaching exchanges between teachers and students.It poses a great threat to the physical and mental health of teachers and students, and also hinders the smooth progress of teaching and education.Many scholars have explored the root causes of conflicts between teachers and students from many aspects, tried to alleviate the conflict between teachers and students, and re-established a healthy and harmonious teacher-student relationship. The perspective is from pedagogy to psychology, sociology, culture, and so on.Many perspectives broaden my view of teacher-student conflict, and at the same time, let us think more about education under teacher-student conflict.The functionalist school is a relatively important school of theory in sociology. In the analysis of society, it tends to treat the society in terms of the relationship between the whole and the part.In the aspect of social harmony and stability, the consensus among all parts of society is emphasized, that is, the more consensus each part has, the more harmonious society as a whole is.In the same way, the functionalist school uses it to deal with the problem of education, and the functionalist school takes education as a whole from the perspective of the relationship between the whole and the part, and then analyzes the educational problem.This angle of view has brought enlightenment to my study of teacher-student conflict, that is, the teacher-student relationship can also be regarded as a whole, and the harmony and otherwise mainly depend on the existence of a common understanding between the two.Therefore, I study the conflict between teachers and students from the perspective of functionalism, and mainly use the literature method to study the conflict between teachers and students.Looking at the conflict between teachers and students from the perspective of functional theory, we find that the teacher-student relationship is also a whole, under which the most important part is the teacher and the student.The root cause of the conflict between teachers and students lies in the lack of consensus on some important educational issues between teachers and students, and the serious analysis of the lack of consensus and its causes is an important link to alleviate the conflict between teachers and students.Through literature research and case study, I divide the most important consensus between teachers and students into three types, one is to maintain the consensus of educational ideal, the other is to maintain the common understanding of the role of teachers and students, and the third is to maintain the common understanding of the practice of communication between teachers and students.As far as reality is concerned, these three most important common understandings are all broken. In view of the several aspects of the breakage, the key to repairing the consensus and alleviating the conflict between teachers and students lies in, first, thinking carefully about the educational ideal, and second, reconstructing the authority of teachers.The third is to examine the main body of students.On the basis of this key point, this paper puts forward the following practical strategies to rebuild consensus, one is to channel public opinion, the other is to establish rules, and the third is to communicate with each other.Based on this, this paper has designed the following four parts altogether: the first part: the introduction, mainly introduces the background significance of the thesis topic, the domestic and foreign research situation, the research goal significance, the research thought and the content, the research method and so on.The second part: the relative concept is defined, at the same time, the thought and connotation of functional theory are briefly introduced, and the meaning of conflict and teacher-student conflict in the perspective of functional theory is explored.The conflict between teachers and students from the perspective of functional theory is caused by the breaking of consensus.The third part analyzes the rupture of the three common understandings which cause the conflict between teachers and students in education from the perspective of function theory, and then describes the manifestation of the conflict between teachers and students under the breaking of consensus.The fourth part: aiming at the root of the conflict between teachers and students caused by the breaking of consensus, the author puts forward the corresponding theory and practice strategy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G456

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