China is a country with an ancient tradition of "respecting teachers and valuing education". Although the status of teachers has been persecuted and degraded for political reasons in a certain historical period, in this country with orthodox Confucian cultural tradition, people have always adhered to and safeguarded the dignity of teachers in various ways. Teachers, out of the need of professional survival, are often trying to maintain their own personality and dignity. If teachers use inappropriate methods to safeguard their dignity, there may be a "role dislocation phenomenon". For example, teachers use their existing status to seek or maintain some of their "private rights": in public, they show a good impression on some students (these students may be parents with certain social status, well-studied teachers' relatives, etc.). ), but he lost his temper with some other students, and even satirized some students with bitter language. Obviously, these "private rights" are often not the legal rights of teachers, let alone legal rights. It is under this illegal force that campus interpersonal relationship has become a hidden course to strengthen harmful behaviors among students. The conclusion drawn by western scholars on this issue is: "Under the influence of this power-led campus interpersonal relationship, teachers provide logical support and a violent atmosphere for campus violence among children, and it is this unreasonable communication relationship that creates a social environment for campus violence [17]." This unequal relationship between teachers and students objectively constitutes a hidden course to strengthen harmful behaviors among students.

Power-led teacher-student relationship can easily lead to students being hurt by teachers, which is a sensitive topic. China scholar Ji reported: "60% of the physical abusers of global school violence come from classmates, and 20% come from faculty and off-campus personnel [18]." . There are also many reports on this issue abroad. For example, after a survey in Norway, Orbis pointed out that "2,400 primary and junior high school students have been injured by teachers, about 10% of the surveyed teachers have injured students, and 50% of the surveyed classes have been injured by teachers [19]." So is there any necessary connection between teachers hurting students and students hurting each other? Although no research has given a positive answer to this question, we can make various assumptions about this problem from the serious social problems exposed by the dislocation of the current teacher-student relationship. It is precisely because there are too many problems in the relationship between teachers and students in some schools that China has accelerated the construction of laws and regulations in this regard. China's newly promulgated Law on the Protection of Minors has made strict provisions on the teacher-student relationship that teachers may induce campus violence: "Article 63 If schools, kindergartens and nurseries infringe upon the legitimate rights and interests of minors, the education administrative department or other relevant departments shall order them to make corrections; If the circumstances are serious, the directly responsible person in charge and other directly responsible personnel shall be punished according to law. School, kindergarten, nursery staff corporal punishment, corporal punishment of minors or other degrading behavior, by their units or higher authorities shall be ordered to make corrections; If the circumstances are serious, it shall be punished according to law. "

Third, the conclusion

Perhaps a student's violent behavior is entirely caused by his personality or the special living environment of his family, and has nothing to do with the broader social environment. But through the above analysis, we can safely assume that the school is an institutionalized social organization. If campus violence is established as a presupposition of a structural problem, rather than a purely "problem student" problem or a "behavior problem", then it is necessary to review the social structure of the school itself. That is to say, it is necessary to reform the traditional educational paradigm of schools, build an equal and friendly relationship between teachers and students, reinterpret the essence of learning, and build the necessary campus order. From my personal point of view, we should make efforts in the following aspects:

First of all, reform education evaluation and education evaluation methods. Because campus violence is deeply rooted in the school's structural social environment and unhealthy atmosphere, the fundamental way to solve the problem is to encourage schools to improve the school spirit in a down-to-earth manner, improve the communication skills between teachers and students and the quality of teacher-student relationship, and pay more attention to protecting students' dignity and interest in learning in the curriculum. All these require reforming the evaluation method of school education quality: the evaluation of schools should focus on the equality of school education opportunities, rather than the evaluation of the learning quality of a few outstanding students; At the same time, education evaluation should pay more attention to whether the school has established and improved a full-staff, equal and harmonious model of teacher-student education relationship. This positive teacher-student relationship model needs to be adjusted accordingly in the curriculum reform of the school.

Second, create a healthy campus cultural atmosphere. Campus should be a common home for teachers and students, and they can work and study happily. A good campus cultural atmosphere needs the joint efforts of teachers and students. For teachers, teachers are required to try their best to listen to students' hearts, and this kind of communication and exchange between teachers and students is the basis for establishing mutual respect and trust between teachers and students. For students, under the premise of advocating student-centered autonomous learning mode, don't forget to educate them in manners: to advocate friendship and cooperation between classmates.

Third, teach students how to deal with the provocative behavior of campus violence. There are always some discordant notes in the school, and conflicts between students are inevitable. The key is to teach students how to deal with and respond to some upcoming campus violence. For example, based on the investigation of primary and secondary school students, western scholars have come to the conclusion that the more effective ways to deal with the malicious provocations of peers or classmates are to tell teachers, ask friends for help, ignore or not make challenging behaviors; The ineffective or high failure rate response measures are often counterattack, passive injury and helpless behavior [20]. This shows that teachers have a unique role in dealing with campus violence. However, whether teachers can effectively participate in dealing with campus violence depends on teachers' quality and good teacher-student relationship. Therefore, school leaders and authoritative teachers should shoulder the heavy responsibility of resisting campus violence, even with the cooperation of judicial organs, public security departments and other departments, effectively deal with serious violent injuries.

Precautions:

[1] School violence and school bullying are originally a pair of "twin sisters", so I personally tend to regard school bullying as a kind of school violence. In fact, some scholars in our country also think so. For example, "campus violence refers to violence that occurs in and around the campus, between teachers and students, and between non-school personnel and school teachers and students in the normal management and education process of the school. It belongs to a kind of social violence. " (Zhu. The concept, present situation and countermeasures of campus violence. Journal of Guangxi Youth Cadre College.2005, 15 (5): 2 1 ~ 26) "Bullying is a kind of harmful and aggressive behavior that often occurs between children and primary and secondary school students. Children who are often bullied often feel depressed, inattentive, lonely, truant, poor academic performance and insomnia, and even lead to suicide; For bullies, bullying others can easily form a fairly stable habit, leading to violent crimes in the future. The concept and characteristics of bullying show that bullying is an attack and violence. " (Luo Fang, Meng Qingmao. Analysis of children's bullying behavior. Encyclopedia knowledge. 200 1, (5): 24 ~ 25) Obviously bullying also intentionally hurts others, either physically or psychologically, usually by beating, shoving or extorting money. , including telling obscene stories or insulting others. Therefore, in the following, school violence and bullying will be combined into a concept of "school violence" to use.