校园欺凌的生成机制及治理逻辑

The Generation Mechanism and Governance Logic of Bullying in Schools——A Case Study of Z Town Primary School in Chaohu City

校园欺凌事件是值得重视的社会问题。文章以巢湖市Z镇小学为样本,采用质性研究方法,运用一般压力理论构建分析框架,探讨校园欺凌事件的生成机制及治理逻辑。研究发现,作为校园欺凌治理主体的家庭、学校和群体文化的行为策略对校园欺凌行为具有重大影响,其中,家庭层面的阶层跨越使子代承受压力,学校层面的升学评测使学生承受压力,当多重压力汇聚,以校园欺凌为表现形式的群体文化层面的应对策略相应出现。基于此,建议发挥家庭层面的教育与社会强化功能,学校层面的育人、教学功能以及突出政府的主体责任。

The frequency of bullying incidents in schools has become an important social problem. Taking Z Town Primary School in Chaohu City as a case, the generation mechanism and governance logic of school bullying incidents are discussed. The study found that the behavior strategies of family, school and group culture as the main body of campus bullying governance have a significant impact on campus bullying behavior, among which, the class crossing at the family level puts children under pressure, the school-level assessment puts students under pressure, and when multiple pressures converge, group culture coping strategies in the form of school bullying emerge. Based on this, this study proposes to give full play to the education and social itensification functions at the family level, the education and teaching functions at the school level, and highlight the main responsibility of the government. A deep understanding of the phenomenon of bullying in schools can help provide lessons for educational governance.