本文選題：師生關(guān)系　切入點(diǎn)：師生沖突　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：師生關(guān)系是教學(xué)中最重要的一對(duì)關(guān)系,它關(guān)系到教學(xué)的發(fā)展與教育的進(jìn)行。近年來(lái)師生關(guān)系經(jīng)常奏起不和諧之音,師生沖突頻繁發(fā)生,小至師生冷戰(zhàn),大至口角爭(zhēng)論乃至肢體沖突,這種現(xiàn)狀嚴(yán)重影響著師生健康的教學(xué)交往,對(duì)教師與學(xué)生的身心健康都帶來(lái)了很大的威脅,更是阻礙著教學(xué)與教育的順利進(jìn)行。很多學(xué)者從很多方面探究師生出現(xiàn)矛盾的根源,力圖緩解師生沖突,重建健康和諧的師生關(guān)系,視角更是從教育學(xué)到心理學(xué)、社會(huì)學(xué)、文化學(xué)等,眾多的視角為本人研究師生沖突開(kāi)闊了視野,并同時(shí)讓我們可以就師生沖突下的教育又更多的思考。功能主義學(xué)派是社會(huì)學(xué)里比較重要的理論學(xué)派,在對(duì)社會(huì)的分析中,偏向于將社會(huì)按照整體與部分的關(guān)系來(lái)看待分析,在社會(huì)的和諧穩(wěn)定方面更是強(qiáng)調(diào)社會(huì)的各部分之間的共識(shí),即各部分擁有的共識(shí)越多,則作為整體的社會(huì)越和諧。同樣,功能主義學(xué)派也將其用在對(duì)待教育的問(wèn)題上,功能主義學(xué)派也同樣用整體與部分關(guān)系這一視角來(lái)將教育看作整體進(jìn)而分析教育問(wèn)題,這一視角對(duì)本人研究師生沖突帶來(lái)了啟示,即也可以將師生關(guān)系看作整體,而師生關(guān)系的和諧與否則主要依賴于兩者之間的共識(shí)是否存在。因而,本人基于功能主義學(xué)派的功能論的視角對(duì)師生沖突問(wèn)題進(jìn)行了研究,主要采用了文獻(xiàn)法對(duì)師生沖突問(wèn)題進(jìn)行了研究。基于功能論的視角看待師生沖突,我們發(fā)現(xiàn)師生關(guān)系也是一個(gè)整體,在這個(gè)整體之下最主要的部分是教師和學(xué)生兩個(gè)主體,師生之間發(fā)生沖突的根本原因在于教師和學(xué)生之間在一些重要的教育問(wèn)題上共識(shí)的缺失,而認(rèn)真分析共識(shí)缺失的情況以及其原因是緩解師生沖突的重要的一個(gè)環(huán)節(jié)。通過(guò)文獻(xiàn)研究以及案例觀察,本人將師生之間最重要的幾個(gè)共識(shí)分為三種,一是維系教育理想的共識(shí);二是維系師生角色定位的共識(shí);三是維系師生交往實(shí)踐的共識(shí)。而就現(xiàn)實(shí)的情況來(lái)看,這三個(gè)最主要的共識(shí)都斷裂了,針對(duì)其斷裂的幾個(gè)方面,修補(bǔ)共識(shí)并緩解師生沖突的關(guān)鍵就在于一是慎思教育理想,二是重構(gòu)教師權(quán)威,三是審視學(xué)生主體。在這個(gè)關(guān)鍵點(diǎn)的基礎(chǔ)上,提出以下幾點(diǎn)實(shí)踐策略來(lái)重建共識(shí),一是疏導(dǎo)輿論,二是建立規(guī)矩,三是對(duì)話溝通�；诖�,本論文共設(shè)計(jì)了以下四個(gè)部分:第一部分:緒論,主要介紹論文選題的背景意義,國(guó)內(nèi)外研究的情況、研究的目的意義、研究的思路與內(nèi)容、研究的方法等。第二部分:對(duì)相對(duì)概念進(jìn)行了界定,同時(shí)也將簡(jiǎn)述了功能論的思想與內(nèi)涵,探索出功能論視角下的沖突與師生沖突的涵義,簡(jiǎn)述功能論視角下的師生沖突是由共識(shí)的斷裂而產(chǎn)生的。第三部分:利用功能論的視角分析教育中引起師生沖突的三大共識(shí)的斷裂,進(jìn)而描述了共識(shí)斷裂下的師生沖突的表現(xiàn)。第四部分:針對(duì)共識(shí)斷裂引發(fā)的師生沖突這一根源,提出相應(yīng)的理論與實(shí)踐策略。
[Abstract]:The teacher-student relationship is the most important pair of relations in teaching, which is related to the development of teaching and the progress of education.In recent years, the relationship between teachers and students has often played the sound of disharmony. Conflicts between teachers and students occur frequently, ranging from the cold war between teachers and students, to arguments and even physical conflicts between teachers and students. This situation seriously affects the healthy teaching exchanges between teachers and students.It poses a great threat to the physical and mental health of teachers and students, and also hinders the smooth progress of teaching and education.Many scholars have explored the root causes of conflicts between teachers and students from many aspects, tried to alleviate the conflict between teachers and students, and re-established a healthy and harmonious teacher-student relationship. The perspective is from pedagogy to psychology, sociology, culture, and so on.Many perspectives broaden my view of teacher-student conflict, and at the same time, let us think more about education under teacher-student conflict.The functionalist school is a relatively important school of theory in sociology. In the analysis of society, it tends to treat the society in terms of the relationship between the whole and the part.In the aspect of social harmony and stability, the consensus among all parts of society is emphasized, that is, the more consensus each part has, the more harmonious society as a whole is.In the same way, the functionalist school uses it to deal with the problem of education, and the functionalist school takes education as a whole from the perspective of the relationship between the whole and the part, and then analyzes the educational problem.This angle of view has brought enlightenment to my study of teacher-student conflict, that is, the teacher-student relationship can also be regarded as a whole, and the harmony and otherwise mainly depend on the existence of a common understanding between the two.Therefore, I study the conflict between teachers and students from the perspective of functionalism, and mainly use the literature method to study the conflict between teachers and students.Looking at the conflict between teachers and students from the perspective of functional theory, we find that the teacher-student relationship is also a whole, under which the most important part is the teacher and the student.The root cause of the conflict between teachers and students lies in the lack of consensus on some important educational issues between teachers and students, and the serious analysis of the lack of consensus and its causes is an important link to alleviate the conflict between teachers and students.Through literature research and case study, I divide the most important consensus between teachers and students into three types, one is to maintain the consensus of educational ideal, the other is to maintain the common understanding of the role of teachers and students, and the third is to maintain the common understanding of the practice of communication between teachers and students.As far as reality is concerned, these three most important common understandings are all broken. In view of the several aspects of the breakage, the key to repairing the consensus and alleviating the conflict between teachers and students lies in, first, thinking carefully about the educational ideal, and second, reconstructing the authority of teachers.The third is to examine the main body of students.On the basis of this key point, this paper puts forward the following practical strategies to rebuild consensus, one is to channel public opinion, the other is to establish rules, and the third is to communicate with each other.Based on this, this paper has designed the following four parts altogether: the first part: the introduction, mainly introduces the background significance of the thesis topic, the domestic and foreign research situation, the research goal significance, the research thought and the content, the research method and so on.The second part: the relative concept is defined, at the same time, the thought and connotation of functional theory are briefly introduced, and the meaning of conflict and teacher-student conflict in the perspective of functional theory is explored.The conflict between teachers and students from the perspective of functional theory is caused by the breaking of consensus.The third part analyzes the rupture of the three common understandings which cause the conflict between teachers and students in education from the perspective of function theory, and then describes the manifestation of the conflict between teachers and students under the breaking of consensus.The fourth part: aiming at the root of the conflict between teachers and students caused by the breaking of consensus, the author puts forward the corresponding theory and practice strategy.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G456

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