發(fā)布時間：2018-10-20 06:55

【摘要】：課堂師生沖突是指課堂上,師生因價值觀、目標(biāo)的差異以及未達到對方的角色期待而引起的公開或隱蔽的對立、對抗的互動過程。課堂師生沖突是課堂中普遍存在的現(xiàn)象,難以完全避免和消除;它具有為正向和負向的雙重性功能;師生沖突的影響取決于沖突本身的性質(zhì)以及師生雙方的態(tài)度和采取的處理方式;接納沖突,積極發(fā)揮其正向功能是對待沖突應(yīng)有的態(tài)度。近年來,師生間的沖突日趨增多,尤其在農(nóng)村學(xué)校,師生沖突的頻發(fā)嚴(yán)重影響教育教學(xué)效果和師生關(guān)系的和諧。了解師生沖突,更好地促進師生沖突正向功能的發(fā)揮以及限制其不良影響具有重要的研究價值。以往對師生沖突的研究取得了重要的成果,也存在部分不足;傳統(tǒng)和當(dāng)代沖突理論的發(fā)展為師生沖突的研究提供了有益的啟示,在沖突論的視野下,按照沖突的劇烈程度、性質(zhì)、目的指向,師生沖突可分為一般性的行為沖突與對抗性的行為沖突、良性的師生沖突與惡性的師生沖突、現(xiàn)實性的師生沖突與非現(xiàn)實性的師生沖突;依照師生對沖突存在的合理性及其功能的不同認識,師生沖突觀可分為傳統(tǒng)師生沖突觀和現(xiàn)代師生沖突觀。對山東省內(nèi)威海、青島、濟南三地的幾所農(nóng)村小學(xué)師生的師生沖突觀、沖突水平、沖突的類型及具體表現(xiàn)展開的調(diào)查發(fā)現(xiàn):沖突觀方面,大部分教師持雙重沖突功能觀,而學(xué)生主要持負向的師生沖突觀;在沖突水平上,農(nóng)村小學(xué)課堂師生沖突呈現(xiàn)較低水平;沖突類型上,一般性的行為沖突和現(xiàn)實性的行為沖突為師生沖突的主要形式;師生沖突的具體表現(xiàn)主要為“學(xué)生不聽教師勸告,隨意說話”、“學(xué)生不聽教師勸告,反復(fù)做小動作”和“學(xué)生不執(zhí)行教師的教學(xué)要求”。師生沖突的發(fā)生既有教師方面的原因,也有學(xué)生、學(xué)校和家庭的原因。在農(nóng)村小學(xué),學(xué)校內(nèi)部機制的缺陷、教師的觀念陳舊與能力不足、學(xué)生“非規(guī)范性”文化受抑與問題行為、家長教養(yǎng)方式不當(dāng)與家庭關(guān)系失洽是導(dǎo)致師生沖突的主要原因,而為了更好地消除師生沖突的不良影響,促進師生關(guān)系的健康發(fā)展,需要進一步完善學(xué)校內(nèi)部機制、更新教師觀念、增強學(xué)生自我約束與溝通能力、營造積極健康的家庭環(huán)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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G622.4

【參考文獻】

相關(guān)期刊論文 前10條

1 丁棟興;;課堂教學(xué)中的師生沖突與化解[J];當(dāng)代教育科學(xué);2016年05期

2 易娜伊;熊梅;;師生沖突的多維審視及其教育價值的實現(xiàn)[J];教育理論與實踐;2013年28期

3 徐巍;張慧芳;;規(guī)訓(xùn)與反抗:校園師生沖突的教育哲學(xué)反思[J];寧波大學(xué)學(xué)報(教育科學(xué)版);2012年05期

4 林存華;;社會轉(zhuǎn)型時期的師生文化沖突現(xiàn)象[J];江西教育科研;2007年06期

5 丁敏;;課堂中師生緣何發(fā)生沖突——來自教師的原因分析[J];現(xiàn)代教育論叢;2006年04期

6 王群,呂富彪;師生沖突問題分析及其對策[J];理論界;2005年11期

7 邢金萍;論師生沖突及解決思路[J];教學(xué)與管理;2005年33期

8 吳霞;新型師生關(guān)系的構(gòu)建:一個教師權(quán)威視角的分析[J];遼寧教育研究;2004年12期

9 丁靜;關(guān)于師生沖突中教師行為的案例研究[J];教育研究;2004年05期

10 石艷;隱性沖突:一種重要的師生互動形式[J];湖南師范大學(xué)教育科學(xué)學(xué)報;2004年02期

相關(guān)博士學(xué)位論文 前3條

1 王琴;學(xué)校教育中師生沖突研究[D];華東師范大學(xué);2007年

2 胡春光;學(xué)校生活中的規(guī)訓(xùn)與抗拒[D];華中師范大學(xué);2007年

3 林存華;師生文化沖突研究[D];華東師范大學(xué);2006年

相關(guān)碩士學(xué)位論文 前4條

1 高瓊;師生沖突問題研究之研究[D];華中師范大學(xué);2012年

2 肖前玲;初中階段師生沖突的預(yù)防與化解策略研究[D];西南大學(xué);2007年

3 徐愛芬;中學(xué)師生沖突現(xiàn)象研究——以蘭州市安寧區(qū)的部分中學(xué)為例[D];西北師范大學(xué);2004年

4 蒲勃;師生沖突研究[D];重慶師范大學(xué);2004年

，

本文編號：2282390