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近年来校园欺凌事件频发,给中小学生的身心发展和学习生活带来了非常严重的影响,甚至威胁着学生的生命。初中生卷入欺凌行为的概率较高,本研究以初中生的受凌体验为切入口,采用现象学的方法,收集并分析他们的生活轶事,揭示校园欺凌的现实样态,解读其蕴含的教育学意义。学生的受凌体验十分复杂,本研究从欺凌方式出发,划分了以下欺凌类型:网络欺凌、人际欺凌、身体欺凌、心理欺凌、文化欺凌、尊严欺凌、情感欺凌、言语欺凌、"恶作"欺凌、财物欺凌等。校园受凌体验,作为学生心灵世界的重要内容,蕴含着丰富而深刻的教育学意义。受凌体验是理解学生、进入学生生活世界的通道,也是进行情感教育、培养学生共情意识的重要切入口,更是引导学生体验他人体验、重建学生同侪关系的重要课程。
Abstract：School bullying has occurred frequently in recent years, which has had very serious impacts on the students' physical and mental development, and even threatened the lives of students. Junior high school students are more likely to be involved in bullying behavior. Focusing on the bullying experience of junior middle school students, we used the phenomenological method to collect and analyze their life anecdotes, disclose the realistic pattern of school bullying, and reveal its pedagogical significance. Given that the experience of bullying is very complex, from the point of view of bullying, this study identifies the following types of bullying: cyber bullying, interpersonal bullying, physical bullying, psychological bullying, cultural bullying, dignity bullying, emotional bullying, verbal bullying prank bullying and property bullying. As an important part of students' undefined spiritual world, experience with bullying contains rich and profound pedagogical significance. Living experience with bullying is an important way not only to understand students and enter students' undefined living world, but also to carry out emotional education and cultivate students' undefined empathic consciousness. It can also consitutite an important course to guide students to experience what others experience and reconstruct their undefined peer relationship.
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基本信息:
中图分类号:G474
引用信息:
[1]谢翌,王晓爱.中国语境下校园欺凌的现实表征与结构样态:现象学的视角[J].全球教育展望,2020,49(09):25-41.
基金信息:
江西省2015年社会科学规划重点课题“儿童流行文化的现实样态与基本结构研究”(项目编号:15ZQZD04)的成果之一
2019-12-13
2019
2020-01-13
2020-07-21
2020
1
2020-09-10
2020-09-10