中职学校师生相互认知差异研究——群体认知结构的视角

Research on the Difference of the Understanding with Each Other between Teachers and Students of Vocational School—the Perspective of the Structure of Community Cognition

师生合理的相互认知是建立良好师生关系,有效进行教育、教学的前提。经验表明,中职学校师生在相互认知上可能存在严重差异,并且师生对这种认知差异很大程度上可能处于"无意识"状态。认知差异问题的本质是群体之间的认知互动关系问题,即基于互动观的群体之间的认知关系问题。为此,本文建立了群体认知结构的理论框架,对中职学校师生之间的相互认知差异进行了研究,结果发现:(1)中职学校师生之间在许多维度上存在明显的认知差异;(2)中职学校师生均倾向于消极认知;(3)各影响因素的作用机制是"教育经验";(4)差异形成的重要原因是对差异的无意识。为了消减这些不合理认知,除了要加强师生相互沟通,建立合理的教师观、学生观以外,更要深刻认识到这种相互认知差异存在的客观性。

The rational understanding with each other between teacher and student is the precondition of effective teaching. At the experience level, we know that there maybe serious difference of the understanding in vocational school, and many teachers and students maybe not aware of this difference. The core of this problem is the interaction of understanding between different groups. In order to carry out this research, a framework of theory about the structure of the community cognition is built in this article. We find that obvious difference exists, and most of the understanding is negative, and the mechanism of the action of factor on the understanding is the experience of education, and the important cause of the difference is that many teachers and students are not aware of this difference. In order to resolve this problem, except more communication with each other, we should aware of the existence of this difference.