角色认知视域下的高校师生冲突

发布时间：2018-07-06 09:56

本文选题：高校师生冲突 + 角色认知　；参考：《兰州大学》2012年硕士论文

【摘要】：近年来,九博炒导师、学生状告老师“反革命”等一系列高校师生显性甚或恶性冲突事件频起,高校师生冲突无疑已经成为我们无法回避的一个现实。在此背景下,本文旨在通过角色认知这一视角,对高校师生冲突进行新的阐释和较为全面的分析,以期丰富高校师生冲突的理论研究,为促进高校师生之间的和谐尽一己之力。本文分为五部分,第一部分导论介绍了本研究的选题缘起,回顾了国内外师生冲突的相关研究,并在此基础上提出了本文的研究目标、研究内容及意义。第二部分是理论阐述,首先分别对高校师生冲突和角色认知的相关概念和特征作了论述,在此基础上指出二者间的关系并确立了本文的研究路径。后三部分则构成文章的主体。第三部分从现象和理论上对角色认知分歧(高校师生冲突的逻辑起点)的表现、成因及形成机制进行了探究。师生角色认知分歧主要表现为教师的权威上位意识和学生的平等席位诉求。成因分析则从群体和社会内外两条路径,同时对高校教师和高校学生双方进行探究。角色认知始于群属意识,在形成机制上,有与群属意识伴生的心理区辨和刻板印象两条途径。第四部分分析了角色认知分歧对高校师生关系的影响。角色认知分歧对高校师生关系的影响具有二重性。它既可能有助于解构师生之间不合理的角色关系；亦可能引致师生之间有限度的角色交往,非理性的角色妥协和低水平的角色责任意识。第五部分从实践上对如何应对高校师生角色认知分歧的消极影响进行了探寻。基于第三部分的成因及形成机制的分析,从外部体制引导和个体内部行动两个方向提出了建议。高校应当创设师生之间合作的机会和条件,畅通师生之间交流沟通的渠道；师生双方需要换位思考和适当的经验互置,此外,教师还需提高角色权威的内生性,学生则需减少角色的被动性以提高角色调适的能力。
[Abstract]:In recent years, a series of obvious or even vicious conflicts between teachers and students in colleges and universities, such as "counter-revolution" and so on, have occurred frequently. The conflicts between teachers and students in colleges and universities have undoubtedly become a reality that we cannot avoid. In this context, this paper aims to make a new explanation and a more comprehensive analysis of the conflict between teachers and students in colleges and universities through the perspective of role cognition, with a view to enriching the theoretical research on the conflict between teachers and students in colleges and universities, and doing its utmost to promote the harmony between teachers and students in colleges and universities. This paper is divided into five parts. The first part introduces the origin of the topic of this study, reviews the relevant research on the conflict between teachers and students at home and abroad, and puts forward the research objectives, contents and significance of this paper. The second part is the theoretical elaboration. Firstly, it discusses the related concepts and characteristics of the conflict between teachers and students and the cognition of role, and then points out the relationship between the two and establishes the research path of this paper. The latter three parts constitute the main body of the article. The third part probes into the manifestations, causes and formation mechanism of the differences in role cognition (the logical starting point of the conflict between teachers and students in colleges and universities) in terms of phenomena and theories. The differences of teachers and students'role cognition are mainly reflected in teachers' upper consciousness of authority and students' demands for equal seats. The cause of formation is analyzed from the two ways of group, society and inside and outside, and at the same time, it probes into both teachers and students in colleges and universities. Role cognition begins with group consciousness, and there are two ways to distinguish mental zone and stereotype associated with group consciousness in forming mechanism. The fourth part analyzes the impact of role cognitive differences on the teacher-student relationship in colleges and universities. The influence of different roles on the relationship between teachers and students in colleges and universities is dualistic. It may not only help to deconstruct the unreasonable role relationship between teachers and students, but also lead to limited interaction between teachers and students, irrational role compromise and low level sense of role responsibility. The fifth part explores how to deal with the negative effects of the cognitive differences between teachers and students in practice. Based on the analysis of the cause of formation and the formation mechanism of the third part, suggestions are put forward from two directions: external system guidance and individual internal action. Colleges and universities should create opportunities and conditions for cooperation between teachers and students, and unblock channels of communication between teachers and students. Both teachers and students need to change their positions and think about each other and exchange appropriate experiences. In addition, teachers also need to enhance the endogenous nature of the authority of their roles. Students need to reduce the role of passive to improve the ability to adapt to the role.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G645.6

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