摘要
中小学防治欺凌常忽略“防”与“治”的差异,无法针对欺凌萌芽进行有效预防。通过引入校园欺凌“两过程五阶段”模型,针对欺凌萌芽和标准欺凌进行回归分析发现,校园欺凌各影响因素在个体、家庭和学校维度存在明显差异。在小学阶段,教师对差生的关心、教师比较容易亲近、良好的课堂纪律均有利于减少欺凌萌芽行为;在初中阶段,良好的课堂纪律和学校公正的处罚有利于减少欺凌萌芽行为。基于在欺凌萌芽阶段干预所具有的事半功倍的效果,研究建议,学校和教师应对校园欺凌定义进行准确理解;教师应在学生嬉闹边界处消解欺凌萌芽;当发生欺凌萌芽时,教师应采取必要的干预;学校在常态教育中展开预防校园欺凌的教育。
Schoot bullying prevention and treatment often overlook the distinction between prevention and governance,leading to untargeted intervention and potential escalation of bullying.A study using the Two Processes-Five Stages model found significant differences in the impact of individual,family,and school factors on incipient and standard bullying.Primary schools can prevent bullying by showing concern for underperforming students,maintaining a friendly teacher attitude,and upholding classroom discipline.Middle schools should focus on discipline and fair penalties,as an overemphasis on exams can worsen the school atmosphere.Early intervention in budding bullying can enhance outcomes with less effort.Research suggests schools and teachers should precisely define and understand bullying,address early signs,intervene when Provide necessary,and incorporate bullying prevention education into the curriculum.
作者
周镭
杨小敏
阳科峰
ZHOU Lei;YANG Xiaomin;YANG Kefeng(Beijing Academy of Educational Sciences,Beijing 100036;Beijing Normal University,Beijing 100875)
出处
《教育科学研究》
CSSCI
北大核心
2024年第10期53-60,共8页
Educational Science Research
基金
北京市教育科学“十四五”规划2024年度一般课题“基于‘个体—生态’模型的中小学校园欺凌影响因素及其作用机制研究”(CDHB24180)的成果之一。
关键词
校园欺凌
预防治理
欺凌萌芽
标准欺凌
school bullying
prevention and governance
budding bullying
standard bullying
