家校冲突与冲突管理的质性研究

发布时间：2018-06-13 19:08

本文选题：家校协作 + 家校关系　；参考：《教育学报》2015年03期

【摘要】：近年关于家校关系的研究明显增加,家校协作被视为提升教学与管理效能的不二法门,然而双方对彼此角色与决策认知却有所不同,形成潜在的冲突源头。对此,学界仍少有文献探讨。为填补此缺口,通过邀请香港地区13名小学教师接受半结构访谈,以了解他们对冲突的概念、家校分歧之了解、及其相关处理策略。研究发现年资浅的教师较关注其负面影响,视之为阻碍,亦更重视教师专业角色;资深教师则正向定义冲突,视家长为意见提供者与监察者,并更愿意向其问责;家校冲突的范畴较少涉及教与学,而多见于双方对彼此角色期望及处事公平存在争议;处理手法方面,如冲突涉及教学、违规与权责等,教师倾向以竞争手法坚持立场;如涉及课室管理与学生关顾等则倾向以顺应形式处理。
[Abstract]:In recent years, the research on the relationship between home and school has increased obviously. The home-school cooperation is regarded as the only way to improve the teaching and management efficiency. However, the cognition of roles and decision-making between the two sides is different, forming a potential source of conflict. To this, the academic circle still few literature discuss. To fill this gap, 13 primary school teachers from Hong Kong were invited to give semi-structured interviews to understand the concept of conflict, understanding of differences between home and school, and related strategies. The study found that junior teachers are more concerned about their negative effects, see them as obstacles, and pay more attention to their professional roles. Senior teachers are more likely to conflict with their definitions, regard parents as opinion providers and monitors, and are more willing to hold them accountable; The scope of home-school conflict is less involved in teaching and learning, and it is often seen that there are disputes between the two sides on the expectation of each other's role and fairness in handling the conflict, such as conflict involving teaching, violation of rules, rights and responsibilities, etc., teachers tend to insist on their position by means of competition. For example, classroom management and student care tend to be dealt with in the form of adaptation.
【作者单位】：香港中文大学教育学院;
【分类号】：G459

【共引文献】