家庭背景对小学课堂师生冲突的影响

The Influence of Family Background on Primary School Cla5>s Conflict between Teachers and Students

师生冲突是课堂互动的基本形式，通过问卷调查，探析学生的家庭阶层、家庭结构和教养方式对小学 课堂师生冲突的引发、冲突强度与冲突结束时师生关系的影响。冲突主要是由学生违纪所引发，来自社会底层比 来自社会上层的学生违纪严重；其中来自农民阶层的学生违纪尤为严重，但是其师生冲突强度却较低，冲突结束时 其师生关系亦最佳。来自直系家庭比来自完整核心家庭的学生违纪严重，但是他们的冲突形式与冲突功能的差异 并不显著。由隔代教养比由父母教养的学生违纪严重，由隔代教养的学生冲突形式亦最强。家庭背景对小学课堂 师生冲突影响的原因是多方面的，学生的家庭文化和学校文化的差异是其违纪差异的根源，家庭教养方式的差异 是其冲突强度差异的主要原因，家庭教师权威观的变迁是冲突结束时其师生关系差异的关键。

The conllict between teacher and student is the basic form of classroom interaction. Through questionnaire survey， we investigated the influence of students' family stratum， family structure and parenting style on primary school class conflict between teachers and student in three aspects： cause， intensity and student-teacher relationship in the end. Conflict was mainly triggered by students' discipline violations. The students from the bottom of community compared with the upper level students were more likely to violate disciplines， and students from the bottom especially the peasant families had the most seti-ous disciplinary violations but the lowest conllict intensity and the best student-teacher relationship in the end. The discipline violations of students from the immediate families were more llkely to violate discipline than students from the intact nuclear families. Students raised by grandparents were more llkely to violate discipline and the intensity was the highest. Causes of family background affecting student-teacher conilict in primary school classroom varied. The difference in students' family culture and school culture s the root cause of di fferences in discipline violations. The different parenting style was the main reason of different conilict intensity. The family? s concept of teacher?s authority was the key of the diverse teacher- student relationship at the end of the conilict.