The impact of modern information network makes college students accept multicultural values under the multicultural background. In the process of classroom teaching in colleges and universities, due to the inconsistency of values, role orientation, language paradigm and teacher-student relationship, there are differences in multiple understanding and recognition between teachers and students. The author puts forward some relevant strategies to solve the cultural conflicts in college classrooms.
Paper Keywords: classroom culture; Conflict; value
Classroom culture in colleges and universities is a comprehensive embodiment of various cultures, and there are differences among them. Cultural differences determine that there must be conflicts in cultural exchanges, and the quality of teaching must be affected. Therefore, this paper analyzes the causes of classroom culture conflict in colleges and universities, and puts forward relevant solutions, thus providing practical guidance for the integration of classroom culture.
First, the definition of classroom cultural conflict
Taylor defined culture as "the synthesis of knowledge, belief, art, morality, law, habits and any other talents and habits acquired by people as members of society". According to this definition, classroom culture belongs to spiritual culture in a narrow sense. School education activities are one of the ways of cultural transmission, and the classroom is the main place for school education activities. Therefore, classroom culture is based on school culture. In classroom teaching activities, teachers and students interact to form a mutually recognized classroom spirit and value system. Jonathan H. Turner, an American sociologist, believes that "conflict is a direct and open interaction between people assigned to curb their opponents and achieve their respective goals." Accordingly, classroom cultural conflict refers to the social communication between different cultures in the classroom, either implicit or explicit, aiming at preventing the other party from achieving their goals, so as to achieve their own goals.
Second, the causes of cultural conflicts in colleges and universities
1. There are opposites and conflicts between the cultural values of teachers and students.
College students belong to the youth group and are instilled with multicultural values, while teachers are the representatives of mainstream culture, so there must be a collision of cultural values between the two groups. In classroom teaching interaction, under normal circumstances, the knowledge imparted by teachers carries the values of the previous generation, and the knowledge fed back by students carries the values of the next generation. Meade, a famous American scholar, divides the inheritance of human culture into three basic types: pre-plastic culture, plastic culture and post-plastic culture. Pre-plastic culture refers to the culture that the younger generation learns from the older generation; Tongsu culture refers to the culture in which the learning of the younger generation and the older generation takes place between peers or is learning at the same time; Post-plastic culture refers to the culture that the predecessors learn from the younger generation in turn. In the ideal classroom teaching, these three cultures should coexist harmoniously. However, under the impact of science and technology, knowledge is updated rapidly, and young people have diverse sources of knowledge. In the information age, young people have formed a unique knowledge structure and cognitive style, which makes them resist tradition and refuse to accept the cultural values of the previous generation. Moreover, in teaching activities, textbooks present the mainstream culture of society, and teachers are also the representatives of the mainstream culture. The knowledge imparted by teachers naturally has the value of mainstream culture. Outside the teaching field, most college students accept pop culture. The difference of values between popular culture and mainstream culture determines the conflict of classroom culture, and also determines the cultural selection mechanism between teachers and students, which may cause conflicts between teachers and students.
2. Teachers' role expectation is complicated.
Role expectation is the unique behavior expectation of society or individuals for people engaged in certain occupations. However, everyone has different ideas, morality and values, and their understanding of the same role is also biased. In the same educational and teaching activities, teachers and students have expectations for each other. In the scene of classroom teaching, the role of teachers is deeply influenced by institutional culture, secular culture, youth culture and elite culture. There is a certain tension between the four elements, and teachers experience the tension and conflict between various role expectations. In the minds of students, a considerable part of the qualities that university teachers should possess are precisely the qualities that many university teachers do not have at present. The top ten items from high to low are responsibility, professional level, knowledge, teaching and educating people, cultivating ability, guiding thinking, vividness, diversity and teaching logic of teaching methods. The personality charm of a good teacher in the eyes of students is: self-confidence, sincerity, respect for students' emotional needs, practical study, consideration of problems from the perspective of students, and consideration of the interests of most students. Facing the challenges of social transformation, knowledge economy and network era, if teachers can't adjust their roles, they will be far from the roles expected by students, thus causing role conflicts.
3. Academic language is different from everyday language.
The conflict between academic culture and daily culture is manifested in academic language and daily language respectively. With the development of network, a new language form & network language caters to the psychological needs of college students for novelty, simplicity and change. They consciously and happily apply this language to their daily speech, which constitutes a part of college students' daily language and is characterized by colloquialism, simple grammar and incomplete sentences. Academic language is the dominant language in the classroom, which is characterized by writing, strict language structure and sentence structure, technical terms and conceptualization. Language is the carrier of culture, and the differences of languages carry different cultures and embody different values, thus generating intergenerational conflicts.
4. Alienation in communication between teachers and students.
In teaching activities, the cooperation and communication between teachers and students is asymmetric. The so-called asymmetry means that teachers and students have different positions and functions in communication content, communication ability and communication-this is the fundamental feature of teacher-student communication in teaching activities. However, in the actual classroom teaching, the purpose of teacher-student communication is only to complete the teaching task, so that students and teachers are regarded as social individuals without individual values, needs and emotions, and the original interpersonal relationship has become the relationship between things, and the communication between teachers and students has been alienated. With the application of media teaching, classroom teaching has become a man-machine dialogue, and there is a lack of emotional communication between teachers and students. In addition, with the reform of China's market economy system, teachers and students are often dispelled by emotions, values and diversity, and become abstract numbers and stylized communication symbols in the big machine system of education and teaching. In this way, in this unemotional way of modern communication, the organic connection between teachers and students is separated, which leads to alienation and isolation between teachers and students, thus aggravating the contradiction between teachers and students. When the contradiction develops to a certain extent, it constitutes a conflict.
Third, the strategies to solve the cultural conflicts in the classroom of colleges and universities
1. Establish a dialectical view of classroom cultural conflict
Teachers generally think that conflict is synonymous with disharmony, and they always want a harmonious relationship between teachers and students in their classrooms, so many teachers tend to avoid classroom conflicts consciously or unconsciously; Or take immediate suppression measures. It can be inferred that teachers only see the negative effects of classroom cultural conflicts. However, classroom cultural conflict has both positive and negative effects, and we should learn to look at this phenomenon from the perspective of "one divides into two". According to the research of conflict sociologists, as long as conflict promotes social unity, authority consolidation, functional dependence and normative control, it is beneficial to the development of social system, which is positive. The conflict of classroom culture may lead to the emergence of rules to solve the conflict of regularization, which is conducive to the adaptability of classroom social system to the educational and teaching environment and the integration within the classroom system. Classroom cultural conflict can play a certain role in the dynamic balance of classroom system.
2. Change the role of teachers
In the report entitled "Education is a Treasure in it" adopted by UNESCO, the "four pillars" in modern education are put forward, namely, learning to recognize, learning to do things, learning to live together (learning to cooperate) and learning to survive. This new educational concept is a huge impact on the traditional education whose main task is to impart knowledge. In addition, in the information age, the development of educational technology has diversified the channels for students to obtain information. Teachers are not recognized as the authority of knowledge by students, and students no longer recognize the traditional roles of teachers as "preachers" and "teachers". In addition, the new curriculum reform has higher expectations for the role of teachers, pointing out that teachers should become promoters, researchers and curriculum developers of learning. For students, their favorite teachers change with age. College students pay more attention to teachers' sense of responsibility, professional level, knowledge, teaching and educating people, cultivating ability, guiding thinking, vividness and diversity of teaching methods, etc. Being kind, open-minded, fair and democratic is also an important part of a teacher's personality charm. Therefore, teachers' teaching philosophy should keep pace with the times, "It is better to teach people to fish than to teach people to fish" and be a teacher who satisfies students. The enjoyment of information makes teachers rethink what they should do for students, and students should learn to construct their own knowledge system and learn to think. In this way, the role of teachers has changed to the promoter of knowledge construction and the cultivator of innovative thinking.
3. Establish a correct concept of communication between teachers and students
Conflicts in the classroom are often complicated by poor communication between teachers and students, and communication is an indispensable "tool" for interpersonal communication. We advocate two-way communication between teachers and students on the basis of mutual respect, trust and equality, so as to realize mutual recognition and communication between teachers and students. Through interpersonal communication, teachers and students reach the communication identity between them, including the identity of values, attitudes and lifestyles; In the state of recognition, teachers and students appreciate each other, and both sides can get happiness from mutual appreciation, resulting in a state of mutual attraction between teachers and students, resulting in "internal logical structure, external formal structure, teachers and students' thinking activities, emotional experience, personality * * *, which makes teachers and students feel beautiful, thus producing a perfect and unified teaching with great teaching motivation and learning efficiency". Under the background of informationization, teachers can't rest on their laurels and always remember lifelong learning. In the face of multiculturalism, teachers learn the method of suspension, identify with college students' culture, and at the same time, as the disseminator of culture and the promoter of learning, guide college students to learn excellent mainstream culture and traditional culture, integrate traditional culture and college students' culture, and generate a new culture. Therefore, the integration of teacher-student culture with the help of both sides has played a catalytic role in solving the cultural conflict between teachers and students.
4. Pay attention to cultivating cultural feelings
The cultivation of cultural emotion is one of the effective ways to promote the cultural integration between teachers and students, which can make teachers and students produce emotional songs in the process of cultural exchange and realize cultural integration more effectively. For teachers, their cultural feelings are mainly reflected in their recognition and understanding of non-mainstream cultures in students' cultures. In the process of cultural communication, teachers should also change their roles, become the interactive, disseminator and regulator of culture, and get rid of the authority of traditional culture.
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