面子理论在课堂矛盾中的运用
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摘要
冲突是人类一种内在的、变化的活动,是一种与感情息息相关的体验。由于冲突双方价值、期望、面子考量、冲突解决方式等方面的对立或差异,往往会威胁到“面子”。毋庸置疑,冲突是人们日常生活的一部分,无论时间、场合都可能发生,作为冲突的一种表现形式,课堂矛盾也是如此。课堂矛盾是在教室内教师和学生之间感受到的或真实发生的意见分歧、对立或矛盾。目前相关研究主要集中于教师和学生之间的具体矛盾,但缺乏有关课堂矛盾的定义和归类。因此该文试图总结中国教师和学生之间的课堂矛盾的种类和表现。
课堂矛盾会对学生造成负面的影响,可能会降低听课效率、影响学生心理健康,甚而引发不理智的交际行为。因此探究学生解决矛盾的方式显得尤为重要。
冲突的发生会威胁到人们的面子,因为冲突的过程会牵涉到自我和面子问题。面子其实是自我形象相对于公众的一种隐喻。冲突的解决是一种面子策略的过程。在任何冲突场景中,人们都需要保护自己的面子,尊重或是攻击他人的面子,有时候还需要顾及双方的面子。此外,人们处理冲突的方式往往受到文化因素的影响。为了能够说明中国大学生矛盾处理的方式以及影响他们行为的因素,本文将跨文化交际理论中的面子理论引用到课堂教学中,以此验证该理论的适用性,并借此加深对课堂矛盾的理解。
希望该论文中的发现可以使大学教师和学生对课堂矛盾有更直观的理解,能有助于提高教学质量,创造一个温馨和谐的学习环境。
Conflict, an intrinsic and dynamic part in human life, is an "emotionally-laden, face-threatening" experience, overflowing with perceived incompatibility of values, expectations, face concerns, or conflict styles between a minimum of two interdependent parties. It is a universally acknowledged truth that conflicts permeate people's daily life and can arise spontaneously at any time, over any issues or in any situations, and the classroom setting is of course no exception. Classroom conflicts are the perceived and/or actual disagreement, opposition or contradiction between teachers and students within the classroom setting. So far a great deal of literature has been devoted to the theoretical and empirical foundation regarding the concrete conflicts between teachers and students, but there is scarcely explicit or acknowledged definition and categorizations of classroom conflicts. The present study then tries to identify common classroom conflicts occurring between Chinese college teachers and students.
Classroom conflicts may have an adverse impact on students, for it could decrease the efficiency of class delivery, affect students'mental wellbeing and educe irrational communication behaviors; therefore it is of vital importance to explore and examine how students resolve their conflicts with their teachers and their preferred conflict management style.
Conflict is a face-threatening process, for it involves the unfolding contact of self and face. Face is "a metaphor for our self-image vis-a-vis the public". Conflict resolution is viewed as a face-negotiation process, because in any conflict situation, people have to take into considerations protecting self-face, honoring or attacking other-face and maintaining mutual face. Moreover, people's conflict management styles are always culturally-loaded. In order to illuminate students'preferred conflict styles and to identify factors that contribute to their preference, one intercultural communication theory Face Negotiation Theory is adopted in this paper to apply its core concepts, assumptions and propositions into the classroom setting to test its validity, while deepening the understanding of how college students handle the classroom conflicts
Hopefully, the findings of this study will enable both college teachers and students to gain a helpful insight into and understanding on classroom conflict, which may facilitate both teaching and learning and invite a warm and sympathetic learning environment.
课堂矛盾会对学生造成负面的影响,可能会降低听课效率、影响学生心理健康,甚而引发不理智的交际行为。因此探究学生解决矛盾的方式显得尤为重要。
冲突的发生会威胁到人们的面子,因为冲突的过程会牵涉到自我和面子问题。面子其实是自我形象相对于公众的一种隐喻。冲突的解决是一种面子策略的过程。在任何冲突场景中,人们都需要保护自己的面子,尊重或是攻击他人的面子,有时候还需要顾及双方的面子。此外,人们处理冲突的方式往往受到文化因素的影响。为了能够说明中国大学生矛盾处理的方式以及影响他们行为的因素,本文将跨文化交际理论中的面子理论引用到课堂教学中,以此验证该理论的适用性,并借此加深对课堂矛盾的理解。
希望该论文中的发现可以使大学教师和学生对课堂矛盾有更直观的理解,能有助于提高教学质量,创造一个温馨和谐的学习环境。
Conflict, an intrinsic and dynamic part in human life, is an "emotionally-laden, face-threatening" experience, overflowing with perceived incompatibility of values, expectations, face concerns, or conflict styles between a minimum of two interdependent parties. It is a universally acknowledged truth that conflicts permeate people's daily life and can arise spontaneously at any time, over any issues or in any situations, and the classroom setting is of course no exception. Classroom conflicts are the perceived and/or actual disagreement, opposition or contradiction between teachers and students within the classroom setting. So far a great deal of literature has been devoted to the theoretical and empirical foundation regarding the concrete conflicts between teachers and students, but there is scarcely explicit or acknowledged definition and categorizations of classroom conflicts. The present study then tries to identify common classroom conflicts occurring between Chinese college teachers and students.
Classroom conflicts may have an adverse impact on students, for it could decrease the efficiency of class delivery, affect students'mental wellbeing and educe irrational communication behaviors; therefore it is of vital importance to explore and examine how students resolve their conflicts with their teachers and their preferred conflict management style.
Conflict is a face-threatening process, for it involves the unfolding contact of self and face. Face is "a metaphor for our self-image vis-a-vis the public". Conflict resolution is viewed as a face-negotiation process, because in any conflict situation, people have to take into considerations protecting self-face, honoring or attacking other-face and maintaining mutual face. Moreover, people's conflict management styles are always culturally-loaded. In order to illuminate students'preferred conflict styles and to identify factors that contribute to their preference, one intercultural communication theory Face Negotiation Theory is adopted in this paper to apply its core concepts, assumptions and propositions into the classroom setting to test its validity, while deepening the understanding of how college students handle the classroom conflicts
Hopefully, the findings of this study will enable both college teachers and students to gain a helpful insight into and understanding on classroom conflict, which may facilitate both teaching and learning and invite a warm and sympathetic learning environment.
引文
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