农村小学课堂师生冲突现象的调查研究

发布时间：2018-10-20 06:55

【摘要】：课堂师生冲突是指课堂上,师生因价值观、目标的差异以及未达到对方的角色期待而引起的公开或隐蔽的对立、对抗的互动过程。课堂师生冲突是课堂中普遍存在的现象,难以完全避免和消除;它具有为正向和负向的双重性功能;师生冲突的影响取决于冲突本身的性质以及师生双方的态度和采取的处理方式;接纳冲突,积极发挥其正向功能是对待冲突应有的态度。近年来,师生间的冲突日趋增多,尤其在农村学校,师生冲突的频发严重影响教育教学效果和师生关系的和谐。了解师生冲突,更好地促进师生冲突正向功能的发挥以及限制其不良影响具有重要的研究价值。以往对师生冲突的研究取得了重要的成果,也存在部分不足;传统和当代冲突理论的发展为师生冲突的研究提供了有益的启示,在冲突论的视野下,按照冲突的剧烈程度、性质、目的指向,师生冲突可分为一般性的行为冲突与对抗性的行为冲突、良性的师生冲突与恶性的师生冲突、现实性的师生冲突与非现实性的师生冲突;依照师生对冲突存在的合理性及其功能的不同认识,师生冲突观可分为传统师生冲突观和现代师生冲突观。对山东省内威海、青岛、济南三地的几所农村小学师生的师生冲突观、冲突水平、冲突的类型及具体表现展开的调查发现:冲突观方面,大部分教师持双重冲突功能观,而学生主要持负向的师生冲突观;在冲突水平上,农村小学课堂师生冲突呈现较低水平;冲突类型上,一般性的行为冲突和现实性的行为冲突为师生冲突的主要形式;师生冲突的具体表现主要为“学生不听教师劝告,随意说话”、“学生不听教师劝告,反复做小动作”和“学生不执行教师的教学要求”。师生冲突的发生既有教师方面的原因,也有学生、学校和家庭的原因。在农村小学,学校内部机制的缺陷、教师的观念陈旧与能力不足、学生“非规范性”文化受抑与问题行为、家长教养方式不当与家庭关系失洽是导致师生冲突的主要原因,而为了更好地消除师生冲突的不良影响,促进师生关系的健康发展,需要进一步完善学校内部机制、更新教师观念、增强学生自我约束与沟通能力、营造积极健康的家庭环境。
[Abstract]:Classroom teacher-student conflict refers to the interactive process of overt or covert antagonism between teachers and students due to the differences in values, goals and expectations of the other party's role in the classroom. The conflict between teachers and students is a common phenomenon in the classroom, which is difficult to avoid and eliminate, and has the dual function of positive and negative. The impact of the teacher-student conflict depends on the nature of the conflict itself, the attitude of both teachers and students and the way to deal with it, and the attitude towards the conflict is to accept the conflict and give full play to its positive function. In recent years, conflicts between teachers and students are increasing day by day. Especially in rural schools, the frequent conflicts between teachers and students seriously affect the effect of education and teaching and the harmonious relationship between teachers and students. It is of great value to understand the conflict between teachers and students, to promote the positive function of the conflict and to limit its negative effects. Previous researches on teacher-student conflict have made important achievements, but there are also some deficiencies. The development of traditional and contemporary conflict theory provides useful inspiration for the study of teacher-student conflict. In the view of conflict theory, according to the intensity of conflict, The nature and purpose of the conflict can be divided into general conflict and confrontational conflict, benign conflict and malignant conflict between teachers and students, realistic conflict between teachers and students and non-reality conflict between teachers and students. According to the different understanding of the rationality and function of conflict between teachers and students, the concept of conflict between teachers and students can be divided into the traditional view of conflict between teachers and students and the view of modern conflict of teachers and students. Based on the investigation of teachers and students' view of conflict between teachers and students, the level of conflict, the type of conflict and its concrete performance in Weihai, Qingdao and Jinan in Shandong Province, it is found that most teachers hold dual conflict function view in terms of conflict view. On the other hand, students mainly hold a negative view of teacher-student conflict; at the level of conflict, the conflict between teachers and students in rural primary school classroom presents a lower level; in the conflict type, the general conflict and realistic conflict are the main forms of conflict between teachers and students. The main manifestations of teacher-student conflict are "students do not listen to the teacher's advice and speak at will", "students do not listen to the teacher's advice, repeat small actions" and "students do not carry out the teacher's teaching requirements". Teacher-student conflicts occur because of teachers as well as students, schools and families. In the rural primary school, the defects of the internal mechanism of the school, the old idea and the insufficient ability of the teacher, the suppression of the "non-normative" culture of the students and the problem behavior, the improper parenting style and the mismatch of the family relationship are the main reasons leading to the conflict between teachers and students. In order to better eliminate the adverse effects of teacher-student conflict and promote the healthy development of teacher-student relationship, it is necessary to further improve the school internal mechanism, renew teachers' concepts, strengthen students' self-restraint and communication ability, and create a positive and healthy family environment.
【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】：G622.4

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