和谐关系下高校师生冲突及其解决对策研究
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摘要
我国正处于社会转型期,各种利益关系复杂;近年来,高校师生之间的矛盾冲突也时有发生,不少研究者在相关领域做了研究,但是其研究方式或研究视角不是很合理或全面。而和谐高校是社会主义和谐社会的重要组成部分;和谐师生关系又是和谐高校构建中的重要一环,研究意义重大。
本文在做了相关文献和案例的分析和整理的基础上,通过和谐视角对高校师生不和谐现象(师生冲突现象)进行了分析。接下来,对高校师生冲突、制度、和谐师生关系、管理方格理论和沟通过程理论的含义进行界定,并以此作为本研究的理论基础。和谐是一种相互协调的关系,是事物与事物之间、事物内部的要素之间、事物发展过程的阶段之间以及阶段内部诸方面之间的相互作用和相互联系。和谐师生关系就是和谐校园中的教师和学生相互之间在教学、科研过程中各种利益、文化价值观、各自地位相互协调的一种关系。本课题在分析师生冲突的国内外研究现状的基础上,对和谐师生关系进行了概括。师生冲突历来就有,而且与社会时代背景密切相关,通过对师生冲突的发展历程进行梳理,我们可以了解师生冲突的一些背景知识。在对近年来高校发生的4个典型案例的分析下,对高校师生之间的冲突原因进行了讨论,为了在更广泛的范围内分析高校师生冲突问题,笔者做了一个问卷调查,并得出关于师生关系和冲突问题的现状。高校师生冲突既离不开社会背景影响,又受到高等教育相应法律制度限制,还与师生之间的沟通有密切关系,师生之间的文化价值观也对师生之间关系有作用。最后针对高校师生关系的原因试图提出相应解决师生冲突办法,促进师生之间的和谐相处。本课题借用管理方格理论对和谐师生关系进行模式构建,理想的、和谐师生关系应该是知识团队型、师生互动式,在解决师生之间沟通问题时,引入沟通过程理论加深对沟通本质的理解,促进师生之间沟通民主化。减少甚至避免高校师生之间的负面冲突,无论是对教师的教学工作,还是对高校的管理工作二者之间的顺利进行都是有极大的益处的,我们的最终目的是建立高校师生和谐关系。
China is in the transitional period, and its societal interests is complex; In recent years, conflicts between college teachers and students have occurred form time to time, many researchers have done research in related fields, but the research methods or research perspective is not very reasonable or comprehensive. Harmony college, as an important part of harmonious socialist society .The harmonious relations and fair status between teachers and students are the important parts of the research on construction of a harmonious College, which is of great significance.
This article starts from analysis in many literatures and cases, and makes an analysis on the disharmony between college teachers and students (the phenomenon of teacher-student conflict) from the harmonious Perspective. Next, we make some definition on conflict of university teachers and students, the system, harmonious teacher-student relationship, the managerial grid theory and communication process theory to be a theoretical basis for this study. Harmony is a coordinated relationship is between things and things, between the internal elements of things, things in the stage of the development process within and between the various stages of the interaction between the various aspects and linkages. Harmonious teacher-student relationship is a relationship of mutual coordination that between teachers and students in teaching, research and process a variety of interests, cultural values, their status. The issue of teachers and students in the research status of conflict, based on the content of the harmonious relationship between teachers and students have been summarized. Teachers and students always have conflicts .The conflict is closely related with the social background of the times, through the course of development of teachers and students sort out the conflict, we can understand some background knowledge of the teacher-student’s conflict .The author draws on relationship of teachers and students, while making an analysis on four typical cases in universities occurred in recent years, then discusses the unfair reasons of university teachers and students. In order to analyze the conflict between teachers and students within a broader range, the author makes a survey and draw on the teacher-student relationship and the status of the conflict. The conflict between teachers and students can not do without the unfair impact of social background, but also be by the higher education system of the corresponding legal limits, and have a closely relationships with the communication between teachers and students, and the cultural values of the relationship between teachers and students is also useful. Finally, Author proposes corresponding measures to solve organization conflict between teachers and students against the reasons for the relationship between teacher and student, and make the relationship between teachers and students become harmony. This research project on the harmonious status of teachers and students with the management grid theory, the ideal of a harmonious team of teacher-student relationship should be knowledge-based, student-teacher interaction style. Colleges and universities to reduce and even avoid negative conflicts between teachers and students of organizations, whether it is the teaching of teachers or the management of colleges and universities smoothly between the two are of great benefit. Our ultimate aim is to establish a harmonious relationship and the fair status between teacher and student.
本文在做了相关文献和案例的分析和整理的基础上,通过和谐视角对高校师生不和谐现象(师生冲突现象)进行了分析。接下来,对高校师生冲突、制度、和谐师生关系、管理方格理论和沟通过程理论的含义进行界定,并以此作为本研究的理论基础。和谐是一种相互协调的关系,是事物与事物之间、事物内部的要素之间、事物发展过程的阶段之间以及阶段内部诸方面之间的相互作用和相互联系。和谐师生关系就是和谐校园中的教师和学生相互之间在教学、科研过程中各种利益、文化价值观、各自地位相互协调的一种关系。本课题在分析师生冲突的国内外研究现状的基础上,对和谐师生关系进行了概括。师生冲突历来就有,而且与社会时代背景密切相关,通过对师生冲突的发展历程进行梳理,我们可以了解师生冲突的一些背景知识。在对近年来高校发生的4个典型案例的分析下,对高校师生之间的冲突原因进行了讨论,为了在更广泛的范围内分析高校师生冲突问题,笔者做了一个问卷调查,并得出关于师生关系和冲突问题的现状。高校师生冲突既离不开社会背景影响,又受到高等教育相应法律制度限制,还与师生之间的沟通有密切关系,师生之间的文化价值观也对师生之间关系有作用。最后针对高校师生关系的原因试图提出相应解决师生冲突办法,促进师生之间的和谐相处。本课题借用管理方格理论对和谐师生关系进行模式构建,理想的、和谐师生关系应该是知识团队型、师生互动式,在解决师生之间沟通问题时,引入沟通过程理论加深对沟通本质的理解,促进师生之间沟通民主化。减少甚至避免高校师生之间的负面冲突,无论是对教师的教学工作,还是对高校的管理工作二者之间的顺利进行都是有极大的益处的,我们的最终目的是建立高校师生和谐关系。
China is in the transitional period, and its societal interests is complex; In recent years, conflicts between college teachers and students have occurred form time to time, many researchers have done research in related fields, but the research methods or research perspective is not very reasonable or comprehensive. Harmony college, as an important part of harmonious socialist society .The harmonious relations and fair status between teachers and students are the important parts of the research on construction of a harmonious College, which is of great significance.
This article starts from analysis in many literatures and cases, and makes an analysis on the disharmony between college teachers and students (the phenomenon of teacher-student conflict) from the harmonious Perspective. Next, we make some definition on conflict of university teachers and students, the system, harmonious teacher-student relationship, the managerial grid theory and communication process theory to be a theoretical basis for this study. Harmony is a coordinated relationship is between things and things, between the internal elements of things, things in the stage of the development process within and between the various stages of the interaction between the various aspects and linkages. Harmonious teacher-student relationship is a relationship of mutual coordination that between teachers and students in teaching, research and process a variety of interests, cultural values, their status. The issue of teachers and students in the research status of conflict, based on the content of the harmonious relationship between teachers and students have been summarized. Teachers and students always have conflicts .The conflict is closely related with the social background of the times, through the course of development of teachers and students sort out the conflict, we can understand some background knowledge of the teacher-student’s conflict .The author draws on relationship of teachers and students, while making an analysis on four typical cases in universities occurred in recent years, then discusses the unfair reasons of university teachers and students. In order to analyze the conflict between teachers and students within a broader range, the author makes a survey and draw on the teacher-student relationship and the status of the conflict. The conflict between teachers and students can not do without the unfair impact of social background, but also be by the higher education system of the corresponding legal limits, and have a closely relationships with the communication between teachers and students, and the cultural values of the relationship between teachers and students is also useful. Finally, Author proposes corresponding measures to solve organization conflict between teachers and students against the reasons for the relationship between teacher and student, and make the relationship between teachers and students become harmony. This research project on the harmonious status of teachers and students with the management grid theory, the ideal of a harmonious team of teacher-student relationship should be knowledge-based, student-teacher interaction style. Colleges and universities to reduce and even avoid negative conflicts between teachers and students of organizations, whether it is the teaching of teachers or the management of colleges and universities smoothly between the two are of great benefit. Our ultimate aim is to establish a harmonious relationship and the fair status between teacher and student.
引文
1 W.R. Smith .An Introduction to Educational Sociology. W. R. SMITH. Boston: Houghton Mifflin, 1917:26~30
2 Waller. W . The Sociology of Teaching. New York: John Wiley & Sons. 1932:53~54
3 Emery J. Hyslop-Margison, Alan M.Sears. Enhancing Teacher Performance: The Role of Professional Autonomy. Interchange.2010,(02): 15~17
4 Argon, Turkan . The Development and Implementation of a Scale to Assess the Causes of Conflict in the Classroom for University Students . Educational Sciences: Theory & Practice . 2009 ,Vol.9 (03)
5 Lander, Itzhak . Repairing Discordant Student—Teacher Relationships: A Case Study Using Emotion-Focused Therapy. Children & Schools. 2009 ,Vol.31(04)
6 Fleck-Henderson,Ann.Melendez,Michael Paul .Conversation and Conflict: Supporting Authentic Dialogue in the Classroom. Journal of Teaching in Social Work. 2009,(01)
7 Kamau Oginga Siwatua,Tehia V.Starkerb. Predicting Preservice Teachers' Self- Effica -cy to Resolve a Cultural Conflict Involving an African American Student. Multicult -ural Perspectives . 2010 Volume 12,(01): 10-17
8 Lori Price Aultmana, Meca R. Williams-Johnsonb ,Paul A. Schutzc. Boundary dilemmas in teacher-student relationships: Struggling with "the line". University of Texas-San Antonio. 2008,07:18-19
9 M. Audrey Korsgaard; Sophia Soyoung Jeong; Douglas M. Mahony; Adrian H. Pitariu .A Multilevel View Of Intragroup Conflict. Journal of Management, 2008Vol.34(No.6)
10 Mark H. Davis; Sal Capobianco; Linda A. Kraus. Measuring Conflict-Related Behaviors: Reliability and Validity Evidence Regarding the Conflict Dynamics Profile. Educational and Psychological Measurement, 2004vol.64(no.4)
11 Bowman. Becki. A Categorization of Classroom Conflicts Between Students and Teachers[OL]. http://www.allacademic.com/meta/p 191252_index.html
12刘尧.我国大学内部学术权力与行政权力的平衡.中国地质大学学报(社会科学版),2007,5.7(3):47~48
13任淑华.高校合并后的组织文化冲突与整合过程研究.浙江海洋学院学报(人文科学版) ,2002,(03):49~50
14李春光.权力与权利之间：当前高校学生惩戒机制研究清华大学硕士论文，2005：17
15蒲勃．师生冲突研究．重庆师范大学硕士学位论文，2004：12～13
16田国秀.师生冲突的概念界定与分类探究：基于刘易斯·科塞的冲突分类理论.教育教师研究．2003，11(6)：41
17理查德.L.达夫特著；王风彬，刘松博等译.组织理论与设计（第九版）.清华大学出版社，2008：11
18 [美]罗伯特·克赖特纳，安杰洛·基尼奇．顾琴轩等．组织行为学.中国人民大学出版．2007，11(6)：580
19王万飚，准守才.师生冲突的心理成因分析及其对策.河南职业技术师范学院学报(职业教育版).2007，(5)：85
20 [美]科塞．孙立平．社会冲突的功能．华夏出版社．1989：12～14
21 Lewis A. Coser：The Functions of Social Conflict.London．free Press，1956：34～35
22田国秀.师生冲突的概念界定与分类探究：基于刘易斯·科塞的冲突分类理论．教师教育研究．2003，11(6)：43
23 North, Douglass C. Institutions, Institutional Change and Economic Performance. Cambridge University Press. 1990:7~8
24法律辞典．北京：法律出版社．1992：85
25肖文涛．建设更加和谐的社会主义社会．科学社会主义．2004，5：112～120
26 [美]R.R.布莱克，J.s.穆顿．孔令济，徐吉贵．新管理方格．中国社会科学出版社．1986：21～116
27邵晓枫．百年来中国师生关系思想史研究．西南大学博士论文．2008：114～118
28邓毅富．教授上课批评政府被女学生举报为“反革命”．中国新闻网．2008-12-01http://news.qq.com/a/20081201/000072.htm
29谢绮珊，薛世君．经济学家杨帆与逃课女学生发生肢体冲突．大洋网-广州日报2008-01-09 http://news.sina.com.cn/s/2008-01-09/064814699731.shtml
30李院莉．大学和谐师生关系的构建研究．江西师范大学硕士论文．2007：13～18
31肖平．高校管理中学生权利保障研究．中南大学硕士学位论文．2005：27～30
32新高校学生管理规定引发关注．中华硕博网．2008-05-03http://news,china-b.com/gjxw/290656_2.html
33关珊．浅谈高校师生冲突问题．教书育人．2007，(5)：29～31
34 Spindle，GD.(ed).，Education and cultural process WaVeland Pr Inc. 2005，(6)：41
35刘卫萍，曾营，杨世信．构建新型的师生关系——高校德育教育改革的新思路．甘肃农业．2003，(7)：53～54
36金池．《论语》新译．人民日报出版社．2005，9：23
37 [美]贝思．J．辛格．邵强进，林艳译．可操作的权利．上海人民出版社．2005：17～20
38何晓磊．“法治”理念下高校学生管理工作问题研究．中央民族大学硕士学位论文．2007：44～46
39[美]欧内斯特.盖尔霍恩，罗纳德M.利文.黄列译.行政法和行政程序概要.中国社会科学出版社.1996:16
40 [美]伯顿·克拉克．高等教育系统——学术组织的跨国研究．王承绪等译．杭州大学出版社．1994：11
41 [英]阿什比．滕大春，滕大生译．科技发达时代的大学教育．人民教育出版社.1983：45
42李飞．论后现代主义视野中的师生关系重构．辽宁师范大学硕士学位论文．2007：14～18
43周三多．管理学．高等教育出版社．2005，11(2)：255～256
44 Dorothy lee. Individual Autonomy and Social Structure . Freedom and Culture. Englewood Cliffs,N.J.: Prentice-Hall, 1959:5
45 Terrell A. Northrup. The Dynamic of Identity in Personal and Social Conflict. Intractable Conflicts and Their Transformation . Syracuse University Press,1989:76
46 John Dewey and the Spirit of Pragmatism. Philosopher of Science and FreedomNew York: Dial Press, 1950: 39
2 Waller. W . The Sociology of Teaching. New York: John Wiley & Sons. 1932:53~54
3 Emery J. Hyslop-Margison, Alan M.Sears. Enhancing Teacher Performance: The Role of Professional Autonomy. Interchange.2010,(02): 15~17
4 Argon, Turkan . The Development and Implementation of a Scale to Assess the Causes of Conflict in the Classroom for University Students . Educational Sciences: Theory & Practice . 2009 ,Vol.9 (03)
5 Lander, Itzhak . Repairing Discordant Student—Teacher Relationships: A Case Study Using Emotion-Focused Therapy. Children & Schools. 2009 ,Vol.31(04)
6 Fleck-Henderson,Ann.Melendez,Michael Paul .Conversation and Conflict: Supporting Authentic Dialogue in the Classroom. Journal of Teaching in Social Work. 2009,(01)
7 Kamau Oginga Siwatua,Tehia V.Starkerb. Predicting Preservice Teachers' Self- Effica -cy to Resolve a Cultural Conflict Involving an African American Student. Multicult -ural Perspectives . 2010 Volume 12,(01): 10-17
8 Lori Price Aultmana, Meca R. Williams-Johnsonb ,Paul A. Schutzc. Boundary dilemmas in teacher-student relationships: Struggling with "the line". University of Texas-San Antonio. 2008,07:18-19
9 M. Audrey Korsgaard; Sophia Soyoung Jeong; Douglas M. Mahony; Adrian H. Pitariu .A Multilevel View Of Intragroup Conflict. Journal of Management, 2008Vol.34(No.6)
10 Mark H. Davis; Sal Capobianco; Linda A. Kraus. Measuring Conflict-Related Behaviors: Reliability and Validity Evidence Regarding the Conflict Dynamics Profile. Educational and Psychological Measurement, 2004vol.64(no.4)
11 Bowman. Becki. A Categorization of Classroom Conflicts Between Students and Teachers[OL]. http://www.allacademic.com/meta/p 191252_index.html
12刘尧.我国大学内部学术权力与行政权力的平衡.中国地质大学学报(社会科学版),2007,5.7(3):47~48
13任淑华.高校合并后的组织文化冲突与整合过程研究.浙江海洋学院学报(人文科学版) ,2002,(03):49~50
14李春光.权力与权利之间：当前高校学生惩戒机制研究清华大学硕士论文，2005：17
15蒲勃．师生冲突研究．重庆师范大学硕士学位论文，2004：12～13
16田国秀.师生冲突的概念界定与分类探究：基于刘易斯·科塞的冲突分类理论.教育教师研究．2003，11(6)：41
17理查德.L.达夫特著；王风彬，刘松博等译.组织理论与设计（第九版）.清华大学出版社，2008：11
18 [美]罗伯特·克赖特纳，安杰洛·基尼奇．顾琴轩等．组织行为学.中国人民大学出版．2007，11(6)：580
19王万飚，准守才.师生冲突的心理成因分析及其对策.河南职业技术师范学院学报(职业教育版).2007，(5)：85
20 [美]科塞．孙立平．社会冲突的功能．华夏出版社．1989：12～14
21 Lewis A. Coser：The Functions of Social Conflict.London．free Press，1956：34～35
22田国秀.师生冲突的概念界定与分类探究：基于刘易斯·科塞的冲突分类理论．教师教育研究．2003，11(6)：43
23 North, Douglass C. Institutions, Institutional Change and Economic Performance. Cambridge University Press. 1990:7~8
24法律辞典．北京：法律出版社．1992：85
25肖文涛．建设更加和谐的社会主义社会．科学社会主义．2004，5：112～120
26 [美]R.R.布莱克，J.s.穆顿．孔令济，徐吉贵．新管理方格．中国社会科学出版社．1986：21～116
27邵晓枫．百年来中国师生关系思想史研究．西南大学博士论文．2008：114～118
28邓毅富．教授上课批评政府被女学生举报为“反革命”．中国新闻网．2008-12-01http://news.qq.com/a/20081201/000072.htm
29谢绮珊，薛世君．经济学家杨帆与逃课女学生发生肢体冲突．大洋网-广州日报2008-01-09 http://news.sina.com.cn/s/2008-01-09/064814699731.shtml
30李院莉．大学和谐师生关系的构建研究．江西师范大学硕士论文．2007：13～18
31肖平．高校管理中学生权利保障研究．中南大学硕士学位论文．2005：27～30
32新高校学生管理规定引发关注．中华硕博网．2008-05-03http://news,china-b.com/gjxw/290656_2.html
33关珊．浅谈高校师生冲突问题．教书育人．2007，(5)：29～31
34 Spindle，GD.(ed).，Education and cultural process WaVeland Pr Inc. 2005，(6)：41
35刘卫萍，曾营，杨世信．构建新型的师生关系——高校德育教育改革的新思路．甘肃农业．2003，(7)：53～54
36金池．《论语》新译．人民日报出版社．2005，9：23
37 [美]贝思．J．辛格．邵强进，林艳译．可操作的权利．上海人民出版社．2005：17～20
38何晓磊．“法治”理念下高校学生管理工作问题研究．中央民族大学硕士学位论文．2007：44～46
39[美]欧内斯特.盖尔霍恩，罗纳德M.利文.黄列译.行政法和行政程序概要.中国社会科学出版社.1996:16
40 [美]伯顿·克拉克．高等教育系统——学术组织的跨国研究．王承绪等译．杭州大学出版社．1994：11
41 [英]阿什比．滕大春，滕大生译．科技发达时代的大学教育．人民教育出版社.1983：45
42李飞．论后现代主义视野中的师生关系重构．辽宁师范大学硕士学位论文．2007：14～18
43周三多．管理学．高等教育出版社．2005，11(2)：255～256
44 Dorothy lee. Individual Autonomy and Social Structure . Freedom and Culture. Englewood Cliffs,N.J.: Prentice-Hall, 1959:5
45 Terrell A. Northrup. The Dynamic of Identity in Personal and Social Conflict. Intractable Conflicts and Their Transformation . Syracuse University Press,1989:76
46 John Dewey and the Spirit of Pragmatism. Philosopher of Science and FreedomNew York: Dial Press, 1950: 39