1、中学班级场域中的师生冲突探析（黑体小二号字）学科专业 教育学原理（黑体小四号字）研 究 生 * （黑体小四号字）指导教师 * 教授（黑体小四号字）关 键 词: 场域理论； 冲突； 对话（宋体小四号字） 冲突与和谐、竞争与合作，是人类社会个体间、群体间相互交往和互动过程中普遍存在的现象。作为一种特殊情况，师生冲突也是经常存在的。师生关系是教育理论界探讨的永恒话题，这一互动关系如何直接影响着教育教学的成败，影响着学校功能的实现。从大量教育事实看，教师和学生在教育上的互动关系既有和谐、一致、配合的一面，也存在着分歧、对抗、冲突的一面。班级是教育中一种主要的小型社会组织，也有学者认为班级是一种初级群体
2、。中学班级是产生师生互动最多的场所，中学中的教育教学活动主要在班级场域中进行。国内外的教育专家和教育工作者对师生冲突已有不少的研究，但无论从本质问题引起关注的广泛性还是从研究的深入性来看，目前的这种研究还有很大“空隙” 。本文借用了场域理论并以此为契合点使论证更有说服力，采取了问卷调查法及案例法，围绕班级场域中师生冲突的表现、特点、类型、原因及如何构建民主班级场域、培养良好的师生关系等方面，展开了较为具体的分析与解释。本文拟通过对师生冲突这一现象进行分析论证，以期丰富有关问题的研究，并提出可付诸实践的方案，有待为班级教学与管理提供某种启示。师生冲突根据不同的标准可分为不同类型，根据师生冲突产生
3、的原因、手段、表现形式、发生过程、环境及其性质、功能可以进行如下分类。从冲突产生导因，有学生过错冲突和教师过错冲突；根据行为目的指向，有手段性冲突与目的性冲突；根据冲突的表现形式，有显性冲突和隐性冲突；根据师生冲突过程，有持续性冲突和偶发性冲突；从师生冲突发生环境，有课堂冲突和课下冲突；根据师生冲突性质，有建设性与破坏性师生冲突。师生冲突类型的区分是相对的，在实际的教育教学实践中，师生冲突的表现与变化要比这复杂得多。这一大致的分类对我们从社会学的角度进一步认识师生冲突提供了可借鉴之处。师生冲突的正确对待一方面有利于师生关系的重新定位。冲突包含某种积极的东西，然而它的积极性与消极性是联结在一起的
4、。另一方面，师生冲突有利于师生双方的共同成长，使双方把内心的压抑和不满释放出来，维持良好的心理健康状态，同时促使双方自我反思，师生双方可以此为契机完善自我。为了比较真实全面地了解中学班级师生冲突的实际情况和态势，收集影响师生冲突的特征、影响因素、危害的第一手资料，在本研究中，主要采用了问卷调查法。首先是向现代教师权威过渡的传统教师权威是重要根源；其次是学生社会价值取向多元是重要因素；再次，师生“代沟” ，难以沟通是重要原因；最后，学校、家庭、社会对师生冲突的产生也负有不可推卸的责任。师生双方都不约而同认为冲突来自双方主要因为交流不好，实际上，这也是大部分教育工作者和学生之间存在的大问题，老师能
5、否真正走入学生的内心世界，能否做学生的知心朋友，在于能否怀一颗真诚的心去与学生交流，同样，学生也要有一颗真诚的心，敞开心扉，交流充分了，才能尽可能地减少师生冲突。鉴于传统师生关系弊端，笔者尝试建构一种新型师生关系，这种新型师生关系的一个鲜明特征是对话与理解。 “我你”型师生关系形成的基本策略为：树立正确的学生观；真诚悦纳学生；教师要寻求自我发展；教师应是教育教学的研究者；师生共建民主的班级场域。这种新型关系的确立不仅是缓解师生冲突的有效范式，而且为学生的健全发展做了准备，更有利于教师专业化水平的提升。理想的师生关系的建立绝非朝夕之事，师生冲突的产生受多方面因素的影响。从宏观水平看，师生处在整个
6、社会关系体系之中，受制于社会的文化因素、道德体系、政治制度和经济结构。教师和学生是两个双向互动的主体，来自学生方面的多种因素也影响着师生关系。进入师生关系之前，学生并非白纸一张，不同的成长环境、不同的个性特征会形成不同的人际关系基本倾向。因而有的学生很容易与教师配合，形成和谐、默契的关系，而对有的学生，教师做工作的难度则要大的多。但不论怎样，教师是教育活动的组织者、领导者，在教育教学中起着主导作用，教师的行为是形成师生关系的主导因素。因此，正如“我你”型师生关系所体现的，教师的爱是解决师生冲突、形成良好师生关系的前提。师爱是一种“理性”的情感，是基于对事业的热爱，基于对祖国下一代的成长的高度责
7、任感而产生的情感。当然， “我你”型师生关系在教育实践中的具体运行还需要不断探讨、不断改进。The Study of the Conflicts between Teachers and Students in the Field of Class of Middle SchoolKey words ： field theory；conflicts；DialogueConflicts and collaborations are the usual things in the society and groups. As a particular case, the conflicts bet
8、ween teachers and students is an eternal topic which affects the efficiency of education. Seen from many educational facts, the interaction between teachers and students are shown as conflicts and collaborations. The class of middle school is a place where many interactions between teachers and stud
9、ents take place. Most educational activities have happened in the field of class. The domestic and international specialists and workers of education have taken some studies on the conflicts between the two sides. However，Seen from the diverse concerns caused by the essence or the depth of research，
10、there is a wide place for study on this thesis for the time being. The series of puzzles and questions demand clarification and answer to the study.There are students resulting and teachers resulting conflicts according to the reason of conflicts, means and aim conflicts according to the aim of conf
11、licts, apparent and recessive conflicts according to the facts of conflicts , continual and occasional conflicts according to the process of conflicts, class and after class conflicts in according to occurrence of conflicts, constructive and destroying conflicts according to the characters of confli
12、cts. The difference of conflicts type is relative in the actual educational life, the conflicts are more complex. Some conflicts are positive, others are negative. The divisions of conflicts can be used for reference for further research on the conflicts between teachers and students from social sta
13、ndpoint. The positive and negative sides of conflicts are connected which can help realize the development and reflection of both teachers and students. So both sides can perfect themselves. In order to learn the actual situations of conflicts between teachers and students in Middle School and gathe
14、r the first data, we select the inquisition questionnaire. Owing to the special perspective of the field theory，we select the “field theory” as the basic analysis unit and tool in order to cast the light on the question. The author had an investigation into the middle school through issuing the inqu
15、isition questionnaire and case study. On the basis of these things，the author gives a description to the current state of conflicts between teachers and students and an explanation to the reasons. On the foundations of careful research，we devote to structure democratic class field and develop good r
16、elation between teachers and students.According to different criterions，we can divide the conflicts between the two sides into different categories. The reasons of the conflicts between them are four mainly aspects. Firstly，traditional teachers authority that is transitional to modern one is an impo
17、rtant resource； Secondly，the tendency on social value of students in modern society is getting diversified；thirdly，the generation gap between teachers and students is also an important reason；whats more，the schools，families and social environment may inevitably contribute to the occurrence of confli
18、cts between the two sides.Aiming at some limitations of traditional relation between the two sides，the author tries to set up a new relation between teachers and students： I-You relation. The distinctive characters of this new relation are dialogue and understanding. By view of the investigation and
19、 analysis on the question，we try to put forward some useful measures to set up I-You relation between teachers and students. Firstly，the evaluation to the students should be objective. Secondly， the teachers should care for students sincerely and patiently. thirdly， the teachers should become the re
20、searchers of education and teaching. These good measures are the basis on which the democratic field of class can form .The realization of this new relation between teachers and students is not only the key to relieve the conflicts between the two sides，but also a foundation in accelerating students
21、 widely development and enhancing of teachers specialization. The real relation between teachers and students is impossible in a short time. T he occurrence of conflicts between teachers and students is affected by many factors. From macroscopic standpoint, the teachers and students are the part of
22、total social system which are impressed by social culture elements, moral system, political institution and economic construction. Teacher and student are the bi-directional main bodies. Before the becoming of relation between teachers and students, students are not blank paper. The different enviro
23、nment and personalities can form different incline of relation. The teachers are organizers and leaders in educational activities and take a ruling role. The actions of teachers are the ruling elements. So, just as the “I-You” relation shows, the affection is the base of resolution of conflicts betw
24、een teachers and students that is a reasonable emotion. It embodies the passion to the education and is a high responsibility. Certainly, “I-You” relation between teachers and students is a concrete running in educational practice and we should have further discussion and improvement to this question.
