發(fā)布時(shí)間：2018-04-24 17:42

  本文選題：多元文化 + 文化沖突　； 參考：《江蘇大學(xué)》2017年碩士論文

【摘要】：當(dāng)前中國(guó)正處于社會(huì)轉(zhuǎn)型時(shí)期,多元文化的碰撞與交融已成為必然趨勢(shì)。師生文化沖突現(xiàn)象隨著多元文化到來而愈顯加劇,這引發(fā)學(xué)者和社會(huì)的高度重視。師生文化沖突是指“教師與學(xué)生在互動(dòng)交往過程中由于教師文化和學(xué)生文化之間的差異而造成的在價(jià)值觀念和行為方式上或隱或現(xiàn)的對(duì)立與競(jìng)爭(zhēng)狀態(tài)”。深入研究多元文化視域下的師生文化沖突,不僅能夠給予師生更多人文關(guān)懷和文化體驗(yàn),還能有助于構(gòu)建和諧的新型師生關(guān)系。多元文化視域下的師生文化沖突主要表現(xiàn)在價(jià)值觀念沖突和行為方式?jīng)_突兩個(gè)方面,價(jià)值觀念沖突是師生文化沖突的內(nèi)在表現(xiàn),而行為方式?jīng)_突是師生文化沖突的外在表現(xiàn),且具有沖突程度不一、沖突形式多元、沖突原因復(fù)雜的特點(diǎn)。學(xué)校中教師文化和學(xué)生文化的價(jià)值觀念和行為方式不一,始終存在著師生文化沖突,由此對(duì)師生關(guān)系的發(fā)展產(chǎn)生積極或消極的影響。對(duì)于非建設(shè)性、具有消極意義的師生文化沖突,我們可以從外部影響因素、內(nèi)部影響因素與根源三個(gè)方面分析其成因。多元文化視域下的教師文化與學(xué)生文化并不孤立存在,社會(huì)文化、學(xué)校文化、家庭文化和互聯(lián)網(wǎng)文化是師生文化沖突的外部影響因素。教師文化權(quán)威的旁落、學(xué)生獨(dú)特個(gè)性的張揚(yáng)、師生溝通機(jī)制的局限和難以為繼的道德教育是師生文化沖突的內(nèi)部影響因素。教師文化與學(xué)生文化之間角色文化、階層文化和代際文化的差異才是多元文化視域下師生文化沖突的根源。對(duì)于建設(shè)性且具有積極意義的師生文化沖突,我們需要保留并且有效利用,使之成為促進(jìn)師生文化和諧的重要契機(jī)。對(duì)于非建設(shè)性且具有消極意義的師生文化沖突,我們需要承認(rèn)沖突,積極面對(duì),存異求同,通過發(fā)揮社會(huì)、學(xué)校、家庭、互聯(lián)網(wǎng)、師生的積極作用化解師生文化沖突。第一,社會(huì)、學(xué)校、家庭、互聯(lián)網(wǎng)需要合力保障師生合法文化權(quán)益,承認(rèn)師生文化沖突的存在,創(chuàng)設(shè)和諧、安全文化氛圍。第二,多元文化視域下處理師生文化沖突的核心原則包括重塑教師專業(yè)權(quán)威、建構(gòu)文化認(rèn)同機(jī)制、建立師生溝通機(jī)制、加強(qiáng)學(xué)生道德教育,從而實(shí)現(xiàn)師生文化的存異求同。第三,有效化解師生文化沖突的終極追求包括文化自覺、文化合作與文化生成,從而實(shí)現(xiàn)師生文化和諧。
[Abstract]:At present, China is in the period of social transformation, the collision and blending of multiculturalism has become an inevitable trend. The phenomenon of cultural conflict between teachers and students intensifies with the arrival of multiculturalism, which causes scholars and society to attach great importance to it. The cultural conflict between teachers and students refers to the contradiction and competition between teachers and students in the process of interaction between teachers and students, which is caused by the difference between teachers' culture and students' culture. To study the conflict between teachers and students from the perspective of multiculturalism can not only give teachers and students more humanistic care and cultural experience, but also help to build a new harmonious relationship between teachers and students. The conflict between teachers and students' culture is mainly manifested in two aspects: the conflict of values and the conflict of behavior style. The conflict of values is the internal manifestation of the conflict of teachers' and students' culture, while the conflict of behavior mode is the external manifestation of the conflict of teachers' and students' culture. And has the conflict degree is different, the conflict form is multivariate, the conflict reason is complex characteristic. The values and behaviors of teacher culture and student culture are different in school, and there is always a conflict between teacher and student culture, which has a positive or negative impact on the development of teacher-student relationship. For the non-constructive and negative cultural conflicts between teachers and students, we can analyze the causes from three aspects: external factors, internal factors and root causes. The culture of teachers and students does not exist in isolation from the perspective of multiculturalism. Social culture, school culture, family culture and Internet culture are the external factors that affect the cultural conflict between teachers and students. The flanking of teachers' cultural authority, the publicity of students' unique personality, the limitation of teacher-student communication mechanism and the unsustainable moral education are the internal influencing factors of the cultural conflict between teachers and students. The differences of role culture, stratum culture and intergenerational culture between teacher culture and student culture are the root of the culture conflict between teachers and students. For the constructive and positive cultural conflict between teachers and students, we need to keep it and use it effectively to make it an important opportunity to promote the harmonious culture of teachers and students. For the non-constructive and negative cultural conflict between teachers and students, we need to admit the conflict, face it positively, and seek for differences and similarities, and resolve the cultural conflict between teachers and students by giving full play to the positive role of society, school, family, Internet and teachers and students. First, society, school, family and Internet need to work together to protect the legitimate cultural rights and interests of teachers and students, recognize the existence of cultural conflicts between teachers and students, and create a harmonious and safe cultural atmosphere. Second, the core principles of dealing with the cultural conflict between teachers and students from the perspective of multiculturalism include reshaping the professional authority of teachers, constructing a mechanism of cultural identity, establishing a mechanism of communication between teachers and students, and strengthening the moral education of students, so as to achieve the differences and similarities between the cultures of teachers and students. Third, the ultimate pursuit of effectively resolving the cultural conflict between teachers and students includes cultural consciousness, cultural cooperation and cultural formation, so as to achieve a harmonious culture between teachers and students.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G456

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