基于同伴關系的校園暴力干預策略研究
發(fā)布時間：2018-09-10 20:46
【摘要】：相關數(shù)據(jù)顯示,學生的校園暴力行為已慢慢成為各國教育工作者的心頭之痛,這已成為一個不可忽視的問題。但校園暴力往往未能得到校方相應的重視,學校礙于種種原因,選擇避而不談。校園暴力影響學生的正常生活,也干擾了學校的有序運作。正視校園暴力現(xiàn)象,厘清影響校園暴力的因素,對癥下藥,才是解決困局之道。 國際社會以挪威Olweus教授為代表,從上世紀五十年代開始關注校園暴力現(xiàn)象,距今已有六十年歷史。2010年,美國教育部評選最佳校園暴力干預方案,竟收到900多份候選。可見,國際校園暴力研究成果頗豐。部分成果已經轉化為政策為各國使用。相比之下,我國校園暴力的報導比研究多。我國學界對校園暴力的研究多從學校管理角度著手,重點在于如何懲治學生行為,以維護學校有序運作為目的。作為一個教書育人的地方,此干預方向明顯偏離邏輯。以教育性的手段改變學生的行為才是有效的干預措施。制定有效的干預方案之前,必要深諳校園暴力的脈絡。 學生在校園暴力事件中分別充當施害者、受害者和旁觀者三個角色。通過這三個角色的特點與態(tài)度著手分析校園暴力的影響因素,可以更全面地了解這個有違常規(guī)的現(xiàn)象。據(jù)研究,排除不可控制的生理變異,學生施暴都是具有動機性的主動行為。這種不良行為源于扭曲的性格。家庭教育不當是導致施害者形成扭曲性格的主要原因。當然,社會上的暴力文化也起到了推波助瀾的作用。施害者性格特點是自控力弱、沖動、抗打擊力弱和缺乏共情能力,而受害者的懦弱退縮和旁觀者的冷漠更是助紂為虐。 以同伴之間的關系質量為線索,從四個層面對校園暴力進行干預。從創(chuàng)造良好的交際氛圍,到采取普遍的行為指引措施,再到定向預警,最后對問題行為懲治,層層遞進。情感認知教育幫助學生認識交際能力。同伴支持和團隊合作為學生提供平臺互動互助。配合以教師的有效引導,成功的干預不難實現(xiàn)。
[Abstract]:Related data show that students' campus violence has gradually become a pain in the hearts of educators all over the world, which has become a problem that can not be ignored. But school violence often failed to get the attention of the school, schools for various reasons, choose to avoid talk. Campus violence affects the normal life of students and interferes with the orderly operation of the school. Facing the phenomenon of campus violence, clarifying the factors that affect campus violence, and giving the right remedy are the solutions to the difficulties. The international community, represented by Professor Olweus of Norway, has been focusing on school violence for 60 years since the 1950s. In 2010, the United States Department of Education selected the best school violence intervention program and received more than 900 candidates. Visible, the international campus violence research results are quite abundant. Some of the results have been translated into policies for national use. In contrast, there are more reports of school violence in China than studies. The research on campus violence in Chinese academic circles is mostly from the school management angle, and the emphasis is on how to punish the students' behavior, in order to maintain the orderly operation of the school. As a teaching place, this intervention direction deviates from the logic obviously. Educational means to change the behavior of students is an effective intervention. It is necessary to understand the context of school violence before developing an effective intervention program. Students act as perpetrators, victims and bystanders in school violence. Through the analysis of the characteristics and attitudes of the three characters, the influence factors of campus violence can be fully understood. According to the research, excluding the uncontrollable physiological variation, students' violence is a motivational active behavior. This bad behavior stems from a distorted character. Improper family education is the main reason leading to the crooked character of the perpetrators. Of course, the culture of violence in society also played a role in fuelling the flames. The characters of the perpetrators are weak self-control, impulse, weak resistance to attack and lack of empathy, while the cowardice of the victim and the indifference of the bystander are even more helpful to the victimization. Taking the relationship quality between peers as the clue, this paper interferes with campus violence from four levels. From creating a good communication atmosphere to taking general behavior guidance measures, then to directed warning, and finally to punish the problem behavior, step by step. Emotional cognitive education helps students understand their communicative competence. Peer support and teamwork provide students with platform interaction and mutual assistance. With the effective guidance of teachers, successful intervention is not difficult to achieve.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：C913.5
本文編號：2235567
[Abstract]:Related data show that students' campus violence has gradually become a pain in the hearts of educators all over the world, which has become a problem that can not be ignored. But school violence often failed to get the attention of the school, schools for various reasons, choose to avoid talk. Campus violence affects the normal life of students and interferes with the orderly operation of the school. Facing the phenomenon of campus violence, clarifying the factors that affect campus violence, and giving the right remedy are the solutions to the difficulties. The international community, represented by Professor Olweus of Norway, has been focusing on school violence for 60 years since the 1950s. In 2010, the United States Department of Education selected the best school violence intervention program and received more than 900 candidates. Visible, the international campus violence research results are quite abundant. Some of the results have been translated into policies for national use. In contrast, there are more reports of school violence in China than studies. The research on campus violence in Chinese academic circles is mostly from the school management angle, and the emphasis is on how to punish the students' behavior, in order to maintain the orderly operation of the school. As a teaching place, this intervention direction deviates from the logic obviously. Educational means to change the behavior of students is an effective intervention. It is necessary to understand the context of school violence before developing an effective intervention program. Students act as perpetrators, victims and bystanders in school violence. Through the analysis of the characteristics and attitudes of the three characters, the influence factors of campus violence can be fully understood. According to the research, excluding the uncontrollable physiological variation, students' violence is a motivational active behavior. This bad behavior stems from a distorted character. Improper family education is the main reason leading to the crooked character of the perpetrators. Of course, the culture of violence in society also played a role in fuelling the flames. The characters of the perpetrators are weak self-control, impulse, weak resistance to attack and lack of empathy, while the cowardice of the victim and the indifference of the bystander are even more helpful to the victimization. Taking the relationship quality between peers as the clue, this paper interferes with campus violence from four levels. From creating a good communication atmosphere to taking general behavior guidance measures, then to directed warning, and finally to punish the problem behavior, step by step. Emotional cognitive education helps students understand their communicative competence. Peer support and teamwork provide students with platform interaction and mutual assistance. With the effective guidance of teachers, successful intervention is not difficult to achieve.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：C913.5
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