本文選題：中學(xué)生 + 網(wǎng)絡(luò)欺侮��； 參考：《南昌大學(xué)》2015年碩士論文

【摘要】：本文從國(guó)內(nèi)外有關(guān)中學(xué)生網(wǎng)絡(luò)欺侮的研究現(xiàn)狀出發(fā),以南昌市為例,通過(guò)問(wèn)卷和訪談的方式,了解中學(xué)生網(wǎng)絡(luò)欺侮的現(xiàn)狀,從個(gè)人、學(xué)校、家庭、社會(huì)層面分析成因,從學(xué)校管理角度提出相應(yīng)治理策略。內(nèi)容分為以下四個(gè)部分:第一部分,是“緒論”部分,主要介紹了研究背景與意義、國(guó)內(nèi)外研究現(xiàn)狀、核心概念界定、研究思路與研究方法。第二部分,是中學(xué)生網(wǎng)絡(luò)欺侮行為的現(xiàn)狀調(diào)查部分。通過(guò)問(wèn)卷和訪談的方式,對(duì)中學(xué)生網(wǎng)絡(luò)欺侮行為的現(xiàn)狀進(jìn)行研究。問(wèn)卷部分主要從以下幾方面展開調(diào)查:網(wǎng)絡(luò)欺侮的發(fā)生形式,網(wǎng)絡(luò)欺侮的發(fā)生頻率,不同平臺(tái)網(wǎng)絡(luò)欺侮的傷害程度,應(yīng)對(duì)網(wǎng)絡(luò)欺侮措施。調(diào)查對(duì)象選擇南昌市兩所中學(xué),選擇年級(jí)為初二、初三、高一、高二年級(jí)。從問(wèn)卷調(diào)查結(jié)果來(lái)看,中學(xué)生網(wǎng)絡(luò)欺侮行為確實(shí)發(fā)生于不同性別、年級(jí)、班級(jí)、媒介平臺(tái)。訪談部分主要從兩大方面進(jìn)行調(diào)查,即中學(xué)生網(wǎng)絡(luò)欺侮行為的現(xiàn)狀和學(xué)校的治理策略方面,分別采訪了5位來(lái)自不同省市的有著多年課堂管理和班級(jí)管理經(jīng)驗(yàn)的一線教師。訪談發(fā)現(xiàn),大部分學(xué)生擁有自己的手機(jī);學(xué)生主要是通過(guò)手機(jī)和電腦上網(wǎng),地點(diǎn)主要在網(wǎng)吧或家里;發(fā)生欺侮行為的原因主要是同學(xué)間有矛盾、用語(yǔ)不文明導(dǎo)致;長(zhǎng)相不好或成績(jī)差的同學(xué)容易成為欺侮對(duì)象。學(xué)校有限制學(xué)生使用手機(jī)的規(guī)定,但并有具體的治理網(wǎng)絡(luò)欺侮行為的措施;及時(shí)干預(yù)和預(yù)防也不到位。第三部分,是成因分析部分。依據(jù)上述的問(wèn)卷和訪談數(shù)據(jù),結(jié)合中學(xué)生個(gè)體、學(xué)校、家庭、社會(huì)幾方面的因素分析中學(xué)生網(wǎng)絡(luò)欺侮行為的形成原因。其中,學(xué)生個(gè)體層面的原因,主要包括學(xué)生個(gè)體心理不成熟,自律意識(shí)不強(qiáng);媒介素養(yǎng)不足。學(xué)校層面包括缺乏網(wǎng)絡(luò)安全教育課程;缺乏及時(shí)干預(yù);缺乏制度管理。家庭層面包括家庭溫暖的缺失及家長(zhǎng)監(jiān)管不力等。社會(huì)層面包括科技的發(fā)展所帶來(lái)的便利及政府的相應(yīng)對(duì)策的缺失。第四部分,是學(xué)校治理策略部分。重點(diǎn)從學(xué)校管理角度探討中學(xué)生網(wǎng)絡(luò)欺侮的治理策略。對(duì)中學(xué)生網(wǎng)絡(luò)欺侮,應(yīng)實(shí)施教育預(yù)防策略(注重日常教育、善于發(fā)現(xiàn)苗頭)、及時(shí)干預(yù)策略(合力制止欺侮、實(shí)施心理干預(yù))和制度管理策略。對(duì)日益增加的網(wǎng)絡(luò)欺侮,學(xué)校要加強(qiáng)制度建設(shè),建立針對(duì)網(wǎng)絡(luò)欺侮的預(yù)防、監(jiān)控、預(yù)警、教育、培訓(xùn)、報(bào)告、心理干預(yù)、懲戒、善后、家校聯(lián)動(dòng)、輿論應(yīng)對(duì)等系列制度。
[Abstract]:Starting from the current research situation of middle school students' network bullying at home and abroad, taking Nanchang City as an example, this paper, through questionnaires and interviews, understands the current situation of middle school students' network bullying, and analyzes the causes from individual, school, family and social level. Put forward the corresponding management strategy from the school management angle. The content is divided into the following four parts: the first part is "introduction", mainly introduces the research background and significance, the domestic and foreign research present situation, the core concept definition, the research thought and the research method. The second part, is the middle school student network bullying behavior present situation investigation part. Through questionnaire and interview, the present situation of middle school students' network bullying behavior was studied. The questionnaire mainly includes the following aspects: the occurrence form of network bullying, the frequency of network bullying, the degree of network bullying injury in different platforms, and the measures to deal with network bullying. The subjects were two middle schools in Nanchang, grade two, grade three, grade one and grade two. According to the results of the questionnaire, the bullying behavior of middle school students does occur in different genders, grades, classes and media platforms. The interview part mainly investigates from two major aspects, namely, the current situation of middle school students' network bullying behavior and the school governance strategy, and interviews five front-line teachers from different provinces and cities who have many years of experience in classroom management and class management. The interview found that most of the students have their own mobile phones, students mainly access the Internet through mobile phones and computers, mainly in Internet cafes or at home; the main reasons for bullying behavior are conflicts among students and uncivilized use of language. Students with bad looks or poor grades are easy to be bullied. The school has restrictions on the use of mobile phones, but also has specific measures to combat cyberbullying; timely intervention and prevention are not in place. The third part is the cause analysis part. According to the above questionnaire and interview data, combined with the individual, school, family and social factors of middle school students, the formation of network bullying behavior of middle school students was analyzed. Among them, the reason of student's individual level mainly includes student's individual psychology is immature, self-discipline consciousness is not strong, media literacy is insufficient. School level includes lack of network security education curriculum; lack of timely intervention; lack of system management. The family level includes the lack of warmth and poor parental supervision. The social level includes the convenience brought by the development of science and technology and the lack of corresponding countermeasures of the government. The fourth part, is the school governance strategy part. This paper mainly discusses the management strategy of middle school students'network bullying from the perspective of school management. To the network bullying of middle school students, we should carry out educational prevention strategies (pay attention to daily education, be good at discovering signs, intervene in time (joint efforts to stop bullying, implement psychological intervention) and system management strategies. To the increasing network bullying, schools should strengthen the system construction, and establish a series of systems such as prevention, monitoring, early warning, education, training, reporting, psychological intervention, discipline, aftercare, home and school interaction, public opinion response and so on.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G637
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本文編號(hào)：1972655