基于同伴关系的校园暴力干预策略研究

发布时间：2018-09-10 20:46

【摘要】：相关数据显示,学生的校园暴力行为已慢慢成为各国教育工作者的心头之痛,这已成为一个不可忽视的问题。但校园暴力往往未能得到校方相应的重视,学校碍于种种原因,选择避而不谈。校园暴力影响学生的正常生活,也干扰了学校的有序运作。正视校园暴力现象,厘清影响校园暴力的因素,对症下药,才是解决困局之道。国际社会以挪威Olweus教授为代表,从上世纪五十年代开始关注校园暴力现象,距今已有六十年历史。2010年,美国教育部评选最佳校园暴力干预方案,竟收到900多份候选。可见,国际校园暴力研究成果颇丰。部分成果已经转化为政策为各国使用。相比之下,我国校园暴力的报导比研究多。我国学界对校园暴力的研究多从学校管理角度着手,重点在于如何惩治学生行为,以维护学校有序运作为目的。作为一个教书育人的地方,此干预方向明显偏离逻辑。以教育性的手段改变学生的行为才是有效的干预措施。制定有效的干预方案之前,必要深谙校园暴力的脉络。学生在校园暴力事件中分别充当施害者、受害者和旁观者三个角色。通过这三个角色的特点与态度着手分析校园暴力的影响因素,可以更全面地了解这个有违常规的现象。据研究,排除不可控制的生理变异,学生施暴都是具有动机性的主动行为。这种不良行为源于扭曲的性格。家庭教育不当是导致施害者形成扭曲性格的主要原因。当然,社会上的暴力文化也起到了推波助澜的作用。施害者性格特点是自控力弱、冲动、抗打击力弱和缺乏共情能力,而受害者的懦弱退缩和旁观者的冷漠更是助纣为虐。以同伴之间的关系质量为线索,从四个层面对校园暴力进行干预。从创造良好的交际氛围,到采取普遍的行为指引措施,再到定向预警,最后对问题行为惩治,层层递进。情感认知教育帮助学生认识交际能力。同伴支持和团队合作为学生提供平台互动互助。配合以教师的有效引导,成功的干预不难实现。
[Abstract]:Related data show that students' campus violence has gradually become a pain in the hearts of educators all over the world, which has become a problem that can not be ignored. But school violence often failed to get the attention of the school, schools for various reasons, choose to avoid talk. Campus violence affects the normal life of students and interferes with the orderly operation of the school. Facing the phenomenon of campus violence, clarifying the factors that affect campus violence, and giving the right remedy are the solutions to the difficulties. The international community, represented by Professor Olweus of Norway, has been focusing on school violence for 60 years since the 1950s. In 2010, the United States Department of Education selected the best school violence intervention program and received more than 900 candidates. Visible, the international campus violence research results are quite abundant. Some of the results have been translated into policies for national use. In contrast, there are more reports of school violence in China than studies. The research on campus violence in Chinese academic circles is mostly from the school management angle, and the emphasis is on how to punish the students' behavior, in order to maintain the orderly operation of the school. As a teaching place, this intervention direction deviates from the logic obviously. Educational means to change the behavior of students is an effective intervention. It is necessary to understand the context of school violence before developing an effective intervention program. Students act as perpetrators, victims and bystanders in school violence. Through the analysis of the characteristics and attitudes of the three characters, the influence factors of campus violence can be fully understood. According to the research, excluding the uncontrollable physiological variation, students' violence is a motivational active behavior. This bad behavior stems from a distorted character. Improper family education is the main reason leading to the crooked character of the perpetrators. Of course, the culture of violence in society also played a role in fuelling the flames. The characters of the perpetrators are weak self-control, impulse, weak resistance to attack and lack of empathy, while the cowardice of the victim and the indifference of the bystander are even more helpful to the victimization. Taking the relationship quality between peers as the clue, this paper interferes with campus violence from four levels. From creating a good communication atmosphere to taking general behavior guidance measures, then to directed warning, and finally to punish the problem behavior, step by step. Emotional cognitive education helps students understand their communicative competence. Peer support and teamwork provide students with platform interaction and mutual assistance. With the effective guidance of teachers, successful intervention is not difficult to achieve.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：C913.5

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