本文關(guān)鍵詞： 暴力 學(xué)生 定性研究　出處：《中國(guó)學(xué)校衛(wèi)生》2015年02期 　論文類型：期刊論文

【摘要】：目的了解中文語境下我國(guó)城市地區(qū)中小學(xué)生和教師人群對(duì)校園欺負(fù)行為的理解和看法,為進(jìn)一步設(shè)計(jì)定量調(diào)查及干預(yù)活動(dòng)提供思路和依據(jù)。方法在上海市公辦小學(xué)、公辦初中、民辦進(jìn)城務(wù)工人員隨遷子女小學(xué)中選取三~八年級(jí)學(xué)生156名,及其班主任、德育老師、校長(zhǎng),以及所在城區(qū)教育管理人員66名,進(jìn)行一對(duì)一半結(jié)構(gòu)式深入訪談,用主題框架法進(jìn)行分析。結(jié)果隨著年齡增大,學(xué)生對(duì)校園欺負(fù)行為的理解越來越全面,由直接可見的身體、言語欺負(fù)發(fā)展到隱蔽的關(guān)系欺負(fù);應(yīng)對(duì)校園欺負(fù)的方式越來越隱蔽,高年級(jí)學(xué)生不愿老師、家長(zhǎng)參與其中。部分教師對(duì)校園欺負(fù)的認(rèn)知不夠全面,容易忽略言語欺負(fù)和關(guān)系欺負(fù)的存在及危害性;教師對(duì)校園欺負(fù)的干預(yù)態(tài)度各不相同,有的堅(jiān)決反對(duì),有的持"不必干預(yù)"態(tài)度。教師現(xiàn)有的應(yīng)對(duì)方式以說服教育為主,形式單一。無論學(xué)生還是老師,都認(rèn)為有必要從學(xué)校、家庭、社區(qū)、社會(huì)等多個(gè)層面進(jìn)行校園欺負(fù)行為的干預(yù)。結(jié)論當(dāng)前我國(guó)城市地區(qū)中小學(xué)生和教師群體對(duì)校園欺負(fù)的理解、態(tài)度、應(yīng)對(duì)方式有其自身的特點(diǎn)。應(yīng)根據(jù)社會(huì)生態(tài)學(xué)理念,從學(xué)校、家庭、社區(qū)等不同層面制定綜合干預(yù)措施
[Abstract]:Objective to understand the students and teachers groups in our country city area Chinese context of campus bullying behavior understanding and views, ideas and provide the basis for further quantitative investigation and intervention activities. Methods in Shanghai city public primary school, junior high school, private primary school children of migrant workers in selected three ~ eight grade 156 students. And the moral education teacher, teacher, principal, and the district education management personnel 66, in-depth interviews of a half structural formula, analyzed by thematic framework method. Results with the increase of age, students on campus bullying understanding more and more comprehensive, by directly visible physical, verbal bullying to covert bullying to deal with; campus bullying more subtle ways, high school students to the teacher, the parents involved. Some teachers on campus bullying cognition is not complete, it is easy to ignore The existence and harmfulness of bullying and bullying language relations; teachers of school bullying intervention attitude is different, some firmly opposed, some people have "no intervention" attitude. The teacher's coping style to persuade education, form a single. Both students and teachers think it is necessary from the school, family and community. For school bullying behavior intervention in many social aspects. The conclusion of current our country city in primary and middle school students and teachers groups on campus bullying understanding, attitude, coping style has its own characteristics. According to the concept of social ecology, from the school, family, community to develop different levels of comprehensive intervention measures

【作者單位】： 復(fù)旦大學(xué)公共衛(wèi)生學(xué)院/復(fù)旦大學(xué)公共衛(wèi)生安全教育部重點(diǎn)實(shí)驗(yàn)室;
【基金】：國(guó)家自然科學(xué)基金資助項(xiàng)目(71273058) 上海市公共衛(wèi)生重點(diǎn)學(xué)科建設(shè)計(jì)劃項(xiàng)目(12GWZX0301)
【分類號(hào)】：G444

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