基于IPA的師生沖突比較研究

汪昌華+Geng+Gretchen

關鍵詞： 流動兒童；城市兒童；沖突產生；沖突表現；沖突結果

摘 要： 為了解流動兒童與城市兒童師生沖突的差異，對小學三年級至初中三年級約2000名兒童和教師的問卷調查發現：教師對流動兒童具有歧視性，傾向于選擇強制的方式，對城市兒童選擇溝通的方式；流動兒童仍對教師較為敬畏與認同，城市兒童較多表現出不滿的情緒；流動兒童和城市兒童的沖突強度都較低，流動兒童的沖突持續時間更短；沖突結束時流動兒童師生關系較佳，城市兒童師生關系卻趨于疏離，沖突對城市兒童心理的消極影響較強。為解釋流動兒童與城市兒童師生沖突的差異，采用解釋現象學分析方法（IPA）對6名教師進一步訪談發現：從低教養水平高教育期待的家庭中走出來的受歧視的流動兒童，仍對教師較為敬畏與認同；質樸的、親密友愛的傳統師生關系觀促使沖突結束時流動兒童的師生關系較佳；教師權威觀的變遷致使城市兒童的不滿情緒及沖突的消極影響較強。

中圖分類號： G745

文獻標志碼： A

文章編號： 1001 2435（2017）06 0785 07

Key words： migrant children ； urban children； conflict result ； conflict performance； conflict result

Abstract：

To realize the difference of the teachers and students' conflict between migrant children and urban children， the questionnaire of 2000 children from third grade at primary to third grade in junior school and teachers shows that teachers discriminate against migrant children. They choose compulsory way to migrant children， rather than communication to urban children. Migrant children more agree teacher authority and they show fear. However， urban children more show discontent. The conflict intensity of migrant children is lower than urban children. And the time of conflict is shorter. At the end of conflict， the relationship between teachers and migrant students are also well. But to the urban children， the relationship are turn to alienation. To interpret the difference of the teachers and students' conflict between migrant children and urban children， interview six teachers using Interpretative Phenomenological Analysis（IPA）， the result shows that migrant children inequality agree and reverence teachers which come from the family with low education lever and high expectation to education. The opinion of the relationship between teachers and students is plain， close and kind. And this traditional opinion is the reason of the well relationship between migrant children and teachers. The transition on opinion of teacher's authority is the cause of high disaffection and negative influence of conflict to urban children.

流動兒童是指617歲“隨父母或監護人在流入地居住半年以上的兒童青少年” [1]。《2006年世界兒童狀況》報告[2]和2005年全國1%人口抽樣調查數據[3]表明，我國流動兒童規模近2000萬。 流動兒童從鄉村來到城市，鄉野樸素的、未經過文化體系改造過的思想、情感、智慧及生活方式，與城市學校以規范的知識、正統的思想、正當的情感為基礎的價值規范和行為方式等[4]80，具有非連續性和異質性，流動兒童比城市兒童可能面臨更多的師生沖突問題。……