本文選題：高校師生沖突 + 角色認(rèn)知��； 參考：《蘭州大學(xué)》2012年碩士論文

【摘要】：近年來,九博炒導(dǎo)師、學(xué)生狀告老師“反革命”等一系列高校師生顯性甚或惡性沖突事件頻起,高校師生沖突無疑已經(jīng)成為我們無法回避的一個(gè)現(xiàn)實(shí)。在此背景下,本文旨在通過角色認(rèn)知這一視角,對(duì)高校師生沖突進(jìn)行新的闡釋和較為全面的分析,以期豐富高校師生沖突的理論研究,為促進(jìn)高校師生之間的和諧盡一己之力。 本文分為五部分,第一部分導(dǎo)論介紹了本研究的選題緣起,回顧了國(guó)內(nèi)外師生沖突的相關(guān)研究,并在此基礎(chǔ)上提出了本文的研究目標(biāo)、研究?jī)?nèi)容及意義。第二部分是理論闡述,首先分別對(duì)高校師生沖突和角色認(rèn)知的相關(guān)概念和特征作了論述,在此基礎(chǔ)上指出二者間的關(guān)系并確立了本文的研究路徑。后三部分則構(gòu)成文章的主體。 第三部分從現(xiàn)象和理論上對(duì)角色認(rèn)知分歧(高校師生沖突的邏輯起點(diǎn))的表現(xiàn)、成因及形成機(jī)制進(jìn)行了探究。師生角色認(rèn)知分歧主要表現(xiàn)為教師的權(quán)威上位意識(shí)和學(xué)生的平等席位訴求。成因分析則從群體和社會(huì)內(nèi)外兩條路徑,同時(shí)對(duì)高校教師和高校學(xué)生雙方進(jìn)行探究。角色認(rèn)知始于群屬意識(shí),在形成機(jī)制上,有與群屬意識(shí)伴生的心理區(qū)辨和刻板印象兩條途徑。 第四部分分析了角色認(rèn)知分歧對(duì)高校師生關(guān)系的影響。角色認(rèn)知分歧對(duì)高校師生關(guān)系的影響具有二重性。它既可能有助于解構(gòu)師生之間不合理的角色關(guān)系；亦可能引致師生之間有限度的角色交往,非理性的角色妥協(xié)和低水平的角色責(zé)任意識(shí)。 第五部分從實(shí)踐上對(duì)如何應(yīng)對(duì)高校師生角色認(rèn)知分歧的消極影響進(jìn)行了探尋�；诘谌糠值某梢蚣靶纬蓹C(jī)制的分析,從外部體制引導(dǎo)和個(gè)體內(nèi)部行動(dòng)兩個(gè)方向提出了建議。高校應(yīng)當(dāng)創(chuàng)設(shè)師生之間合作的機(jī)會(huì)和條件,暢通師生之間交流溝通的渠道；師生雙方需要換位思考和適當(dāng)?shù)慕?jīng)驗(yàn)互置,此外,教師還需提高角色權(quán)威的內(nèi)生性,學(xué)生則需減少角色的被動(dòng)性以提高角色調(diào)適的能力。
[Abstract]:In recent years, a series of obvious or even vicious conflicts between teachers and students in colleges and universities, such as "counter-revolution" and so on, have occurred frequently. The conflicts between teachers and students in colleges and universities have undoubtedly become a reality that we cannot avoid. In this context, this paper aims to make a new explanation and a more comprehensive analysis of the conflict between teachers and students in colleges and universities through the perspective of role cognition, with a view to enriching the theoretical research on the conflict between teachers and students in colleges and universities, and doing its utmost to promote the harmony between teachers and students in colleges and universities. This paper is divided into five parts. The first part introduces the origin of the topic of this study, reviews the relevant research on the conflict between teachers and students at home and abroad, and puts forward the research objectives, contents and significance of this paper. The second part is the theoretical elaboration. Firstly, it discusses the related concepts and characteristics of the conflict between teachers and students and the cognition of role, and then points out the relationship between the two and establishes the research path of this paper. The latter three parts constitute the main body of the article. The third part probes into the manifestations, causes and formation mechanism of the differences in role cognition (the logical starting point of the conflict between teachers and students in colleges and universities) in terms of phenomena and theories. The differences of teachers and students'role cognition are mainly reflected in teachers' upper consciousness of authority and students' demands for equal seats. The cause of formation is analyzed from the two ways of group, society and inside and outside, and at the same time, it probes into both teachers and students in colleges and universities. Role cognition begins with group consciousness, and there are two ways to distinguish mental zone and stereotype associated with group consciousness in forming mechanism. The fourth part analyzes the impact of role cognitive differences on the teacher-student relationship in colleges and universities. The influence of different roles on the relationship between teachers and students in colleges and universities is dualistic. It may not only help to deconstruct the unreasonable role relationship between teachers and students, but also lead to limited interaction between teachers and students, irrational role compromise and low level sense of role responsibility. The fifth part explores how to deal with the negative effects of the cognitive differences between teachers and students in practice. Based on the analysis of the cause of formation and the formation mechanism of the third part, suggestions are put forward from two directions: external system guidance and individual internal action. Colleges and universities should create opportunities and conditions for cooperation between teachers and students, and unblock channels of communication between teachers and students. Both teachers and students need to change their positions and think about each other and exchange appropriate experiences. In addition, teachers also need to enhance the endogenous nature of the authority of their roles. Students need to reduce the role of passive to improve the ability to adapt to the role.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G645.6

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