Research On The Management Of Conflicts Between Parents And Schools In Secondary School

Either from the level of national education policy,or from the realistic perspective of education,it has been a long-term policy of contemporary and future basic education to strengthen family-school cooperation,improve the level of family education,and achieve family-school co-education.However,in educational practice,family-school conflict is an objective reality.Obviously,schools and families are not fully prepared for the recognition and management of family-school conflict.Therefore,it is urgent and important to pay attention to the internal mechanism of family-school conflict management and analyze the existing problems and influencing factors of family-school conflict.Domestic and foreign research results show that previous domestic studies paid more attention to the causes,classification and strategies to avoid family-school conflicts.Foreign studies pay more attention to the relationship between different levels of parental participation and academic study,and propose three-party cooperation between family,school and community.However,there is a lack of systematic and in-depth research on family-school conflict management,both theoretically and practically.Based on this,this study takes 16 typical cases as research objects and collects data through interviews,text analysis and other means.Interview directly related subjects in conflict cases,observe relevant students in individual cases,and constantly code,adjust and improve the data.With the help of Ecosystem Theory,Relationship Theory,and Conflict Management Theory,this paper analyzes the existing modes and problems of family-school conflict in middle school,as well as influencing factors of family-school conflict management,and puts forward a practical plan for family-school conflict management on this basis.According to research findings,the formation mechanism of family-school conflict can be revealed more scientifically by the classification standard of the subject relationship of conflict,process of conflict and value function of conflict.In terms of subject relationship of conflict,there is a "transfer-displacement" mechanism of relationship responsibility;in the process of conflict,there exist the "accumulation--explosion" mechanism in time dimension and the "interweaving--superposition" mechanism in space dimension;in the value function of conflict,there exists the mechanism of "absence-dislocation".The foundation of studying family-school conflict management is to reveal the formation mechanism of family-school conflict.Through the immersion analysis of typical cases,a "5W model" is proposed to diagnose the conflict management of family-school: WHY,which is a philosophical inquiry into the conflict management of family-school;WHO(who is in charge)is the consideration of the management body;WHEN is the time to manage;WHAT is concerned about the content of management;HOW is the choice of management strategy.Among them,the latter "4W" elements influence each other and restrict each other.Based on the problem-oriented "5W diagnostic model",it is found that the main factors affecting family-school conflict management have four dimensions: the impact of individual personality characteristics of both sides of the conflict management(teachers and parents),such as emotion,personality,professional knowledge and ethics;The influence of cultural factors of conflict management organization(school and family),such as justice and efficiency in school culture,fine and extensive,active and passive,family atmosphere,family structure and parenting style in the family all have an impact on conflict management.The lack of subject care relationship and responsibility relationship,such as teacher-student relationship,parent-teacher relationship,student-student relationship is unhealthy,forming a utilitarian,snobbish,indifferent relationship;In the education system,the scarcity of quality education,the narrowing of educational evaluation,and the management system of pressure system also have a profound impact on the management of family-school conflictBased on the above research,we propose that the construction of practical programs for family-school conflict management should take the "5W diagnostic model" as the problem-oriented,take the formation mechanism of family-school conflict and the influencing factors of conflict management as the entry point of specific measures,and build a complete and systematic family-school conflict management program.The specific contents are as follows: Take the ecological,relational and ethical nature of family-school relationship as the preconceived idea of family-school conflict management;Improve teachers’ professional ethics through professional training and educational narration;Improve the level of family education of parents by means of parents’ school and parents’ salon;Change the unidirectional management of the school and emphasize the cultivation of the dialogue management culture of the school;Rebuild the recognition relationship,responsibility relationship and ethical relationship of the school;Implement the whole process of conflict management,and adopt different strategies in the "dual concern model" for different conflict types.Both theoretically and practically,family-school conflict management is worth the long-term attention of scholars and practitioners.It is related to the growth of students,the professional growth of teachers,the development of schools and the construction of regional education ecology.This study is merely a glimpse into many shortcomings,with expectation of more in-depth research.