An Attribution Study On Teacher-student Conflicts In The Classroom Of Junior Middle School

Teacher-student conflict is a common and inevitable phenomenon in educational practice, which to some extent influences the establishment of teachers and students'good relationship on the campus. Classroom is the basic unit for the implementation of school education, and the phase of junior middle school is the phase with the most teacher-student conflicts. Thus, the attribution research on teacher-student conflicts in the classroom of junior middle school is of both theoretical and practical significance.According to the randomicity, uncertainty, factual complexity of teacher-student conflict and aiming at the limitations in the present researches, this paper chooses Chengdu No. S Middle School as a case school, presents the current situations and main problems of teacher-student conflicts in the classroom of junior middle school by means of observation and interview, and then makes a further attribution research on teacher-student conflicts by means of literature method, and finally puts forward relevant solutions and suggestion for it.This paper is composed of four parts. Part One is introduction. Part Two is the current situations and existing problems of teacher-student conflict in the classroom of junior middle school, including the brief introduction of the case school, the presentation of the ratio and frequency of teacher-student conflicts, whole processes of some typical conflicts and attributions from teachers, students and the author. Part Three is about the further attribution probing into how traditional classroom culture, current social reformations, students'sub-culture and the rigid school regulations lead to such conflict. Part Four is the solutions and suggestions calling for teachers'acceptance of the teacher-student conflict to give full swing of positive conflicts, change of teachers'role to reshape teachers'personal authority, creation of more dialogues and communications and establishment of classroom culture community so as to rebuild a brand new classroom culture.