【作者】 王瑞德；

【导师】 朱益明；

【作者基本信息】 华东师范大学 ， 中外教育关系， 2014， 博士

【摘要】 作为特定的交往方式,教师冲突在学校场域里经常被遮蔽,教师冲突的存在隐晦而私密。那些被揭示的冲突内容,也被组织冲突管理、冲突功能主义和技术工具的话语所侵占,因此遗忘了教师在冲突中的主体地位。呈示、分析和反思学校教师冲突可以为我们理解学校教师关系、建立教师共同体和促进学校变革型发展提供新视角。本研究通过个案学校的调查研究,对学校教师之间冲突的主体性和冲突实践的局限性进行分析,并在此基础上提出教师冲突对于学校变革的启示。本研究的主要问题是：其一,教师主体是如何解读教师冲突的,即教师对冲突的认知问题。其二,教师主体是如何在教师集体中做出冲突选择的,即教师冲突的集体表现问题。其三,教师的冲突选择与冲突实践的复杂性何在,即教师冲突的实际后果问题。三个问题分别对应论文的第二、三、四章。本研究的重心不是回答教师冲突的好坏,而在于分析教师在学校冲突情景内如何认识和选择特定的冲突形式,特定的冲突选择和实践又具有哪些合理性和局限性。本研究得出的核心结论包括：1.面对具体的冲突情景,教师是自主的和能动的。教师冲突选择和冲突实践的主体性表现在两个方面。首先,教师从冲突的无可避免出发,将其视为自我认同的重要组构,通过冲突隐蔽地参与生活政治,并通过冲突隐喻或话语的主体分化指导教师的行动,通过教师反学校文化拓展教师的活动空间。其次,教师从教师集体的“保护一束缚”二重性出发,通过在具体冲突情景中调阅不同教师共同体边界,从而坚持个人主义的冲突实践,以维护自我利益。2.教师的冲突实践是节制和现实的,节制和现实的冲突实践是可理解的。教师对冲突情景的考察一般基于优厚的工资、最低限度的自主、稳妥的友谊、体面的工作等现实因素,因此他们发展的冲突实践往往低调、节制和有限。但是,那些诸如慢慢做、绕着走、流言蜚语、闲话、小吵小闹、适度不服从等抵抗方式依然帮助教师获取利润、保持自我和减小损失,因此是可理解的。3.教师对冲突情景的洞察是不彻底的,现实的冲突实践是局限的。教师对于学校冲突情景洞察的局限性主要表现在绝对二元论的受害者形象、不可妥协的反抗者姿态、对于权力的误判以及自主幻觉的存在上。再加之教师在解读教师冲突以及通过个人主义文化处理教师冲突时忽略了自我概念的成长性、经历冲突的磨难和教师专业的责任伦理,造成学校教师集体行动的难产,从而从整体上再生产了他们所极力反对的学校秩序。4.教师进行冲突实践的理性是有限的,但有限的理性依然是未来的起点。教师的冲突选择和冲突实践在自我的理解和释读中发生,尽管从外部结果来看带有悲剧色彩,但我们必须继续依靠教师的理性精神,并将教师理性引向深入,将教师冲突实践引向集体行动,将教师的积极主动引向对于学校变革合法性和确定性的质疑,并在教师冲突实践中引入专业要求,从而将学校变革推向深层次的结构性变革。5.教师冲突的价值应用必须既注重战略性方向,又注重战术性方法。教师应该成为教师冲突的观察者、澄清者、计划者、监督者和调配者。战略性方向从整体、宏观和结构出发提出教师冲突价值应用的环境准备和观念转变等,而战术性方法则从技术环节出发支撑战略性方向。更多还原

【Abstract】 As a certain way of communication, teacher conflict is always covered in the school field, and the existence of teacher conflict is obscure and intimate. The content of the conflict has been seized by the discourse of organizational conflict management, conflict functionalism and technological tools, as a result, the teacher’s dominant position is forgotten. Uncovering, analyzing and reflecting the teacher conflict in school will provide a new perspective to understand the school teacher’s relationship, the establishment of teacher community and the transformational development of school. This dissertation analyzes the subjectivity of the conflict between school teachers and the limitation of the conflict practices through the field research of an individual school, and furthermore proposes enlightenment for the school reform.The major issues are as followed. First, how do the teachers interpret teacher conflict, that is to say, teacher’s cognition of the conflict. Second, how do the teachers make decision in the conflict of teacher community, which is, the collective manifestation of the teacher conflict. Third, what is the complexity of the decision and practice of teacher conflict, namely, the practical consequences of teacher conflict. These three issues are discussed respectively in the third, fourth and fifth chapter. The focus of this dissertation is not to answer whether the teacher conflict is good or bad, but to analyze how the teachers recognize and choose the form of conflict within the atmosphere of school conflict, also to figure out the rationality and limitation of the certain conflict choice and practice. The core conclusions are as followed.First, teachers are antonomous and active when they confront with specific conflict. There are two aspects of the autonomy of teacher’s conflict choice and conflict practice. First of all, with the cognition of the unavoidability of the conflict, teachers see the conflict as important part of self-identification. They participate the life politics secretly, direct their own practice with the differentiation of conflict metaphor or discourse, and enlarge the activity space with the use of teacher’s anti-school culture. Second, starting with the dual characteristics of teacher community which is "protect—restrain", teachers can realize the different meaning of teacher community in specific conflict situation, and stick to their own conflict practice. Second, the teacher’s conflict practice is moderate and realistic, and the practical conflict practice is understandable. The exploration of the conflict is on the basis of good salary, minimal autonomy, stable friendship, decent work and other realistic factors. As a result, their conflict practice is always underground, moderate and limited. However, these resistances such us doing slowly, going around, gossip, small quarrel, moderate disobedience, etc., can help teachers get profits, keep themselves and minimize lose, so the resistance is understandable.Third, teacher’s perspective of the conflict situation has limitation, and the practical conflict practice has restriction. The limitation of the teacher’s perspective of the school conflict situation is reflected on four aspects, such as the victim image of dualism, the uncompromising rebel attitude, the misjudgment of power and the existence of independent illusion. What’s more, the teachers ignore the growth of self-concept, the difficulty of experiencing the conflict and the ethics of responsibility of teacher profession when they unscramble teacher conflict and deal with teacher conflict with the individualism culture. These factors together result in the difficulty of the school teacher’s collective action, and then lead to the reproduction of the school discipline which they object.Fourth, the reason of teacher when they carry out the conflict practice is limited, and the limited reason is the start point of the future. The teacher’s choice and practice of conflict are based on the understanding and exploration of themselves. Although the result is not good, we must continue rely on the teacher’s reasonable spirit and deepen it. We must lead the teacher conflict practice into collective action, lead the teacher’s positivity into the doubt of the legality and certainty of the school reform, and impose professional requirement on the teacher conflict practice, therefore push the school reform into a deepen level.Fifth, both the strategic direction and the tactical method should be emphasized in the application of the value of teacher conflict. The teacher should be the observer, corrector, planner, supervisor and dispatcher of the teacher conflict. The strategic direction can propose the environmental preparation and vision transformation of the value application of teacher in the integral, macroscopic and structural way, meanwhile the tactical method can support the strategy through specific technology.更多还原