教师校园欺凌认知的实然状况与应然取向

The Awareness of School Bullying and Right Orientation——A Survey Study among Teachers in Shanxi Province

教师对校园欺凌的精准认知有助于建立校园欺凌的长效治理机制。对陕西省8所学校的实证调研发现,目前,教师对于"校园欺凌"概念的整体认知存在窄化倾向,对于不同类型校园欺凌的认知存在一定差异,不同学段、学历教师对于校园欺凌的认知存在较大差异。为避免教师因认知局限而产生校园欺凌"责任稀释"现象,应明确界定概念,消解教师校园欺凌的认知障碍;加强教育培训,提升教师校园欺凌的识别力;细化程序设计,保证教师主体职责的归位。

Teachers＇ accurate awareness of school bullying would help to establish a long-term governance for school bullying. By investing eight schools in Shanxi province through interviews and questionnaires, this study focuses on the awareness as well as knowledge on school bullying among Chinese middle school and primary school teachers. It is revealed that the teachers have the highest level of awareness and knowledge on physical bullying, while lag behind in terms of cyber and verbal forms. The level varies according to educational background and school district. In order to avoid the phenomenon of school bullying due to awareness limitation, the concept should be clearly defined and the cognitive impairment of teachers＇ campus bullying should be eliminated. We should strengthen education training to improve the discrimination of teachers＇ campus bullying and refine the program design to ensure that the teacher＇s main duties are returned.