摘要
2002年德国埃尔富特校园枪击案发生后,防范校园暴力犯罪化成为德国校园暴力治理的核心目标。经过多方努力,德国校园中显性的肢体暴力行为呈现出数量减少、程度降低的趋势,但是更加隐蔽的语言暴力、网络暴力以及教师参与的校园暴力行为逐年增加,并受到德国社会的关注。在德国,校园暴力被视为青少年社会交往过程中能力不足的体现,因而校园暴力治理的核心是提升青少年的社会适应能力和社会交往能力。德国的学校、政府和社会组织都参与了校园暴力治理,教师在治理活动中具有不可替代的作用。
Since the Erfurt massacre in 2002, preventing the criminalization of campus violence has become a core objective of the governance of campus violence in Germany. With many efforts, the number and degree of physical violence in German campuses are decreasing. At the same time, more verbal violence, cyberbullying and violence involving teachers have been increasing year by year, which have attracted much attention from German society. Campus violence is the manifestation of insufficient social competence in the process of teenagers’ social interaction, so the core of German campus violence governance is to improve teenagers’ social adaptability and communicative competence. Schools, governments and social organizations in Germany have all participated in the governance of campus violence, and front-line teachers play an irreplaceable role in the governance.
作者
王世岳
WANG Shiyue(Institute of Education,Najing University,NanjingJiangsu 210093)
出处
《比较教育研究》
CSSCI
北大核心
2019年第2期105-112,共8页
International and Comparative Education
基金
国家青年骨干教师公派留学项目(编号:201706195048)的成果之一
关键词
德国
校园暴力
社会能力
精神暴力
campus violence
germany
social competence
physical violence
