Teachers, Students And Conflict Studies

Teacher-student conflict is an objective phenomenon in practical activities of education field. Chinese educational practice and theory have insisted in "denying all" for a long time. T-S conflict is regarded as something opposite to "harmony" , " sequence" , " abnormal" , "transgress" , also as seriously-destructive and split abmormality . Therefore, most educators think that T-S conflict seriously threaten educational activities in schools and it must be eliminated completely.Such an unilateral understanding on "traditional T-S conflict" does great harm to the school educational and teaching activities.Teachers are very autocratic while teaching , students are over controlled and inhibited. T-S relation as " person-person" becomes that of "person -object". Most students therefore get used to submiting blindly , thus lack of thinking. More seriously, such a kind of school teaching leads to students' lacking of repudiating , innovating and individuality. The bad teaching results caused by "traditional T-S conflict sense" go against aims of training Ss' to be individual and innovative constructors, which are advocated by new curriculum reform.Recently,as school life is more "democratic" and "pluralized" , people care for Ss' position, character, life value and sense in school life. Simultaneously, inspired by "conflict theory" from the western sociology and other learning branches, some education experts realized gradully that the traditional T-S conflict theory is unilateral and unreasonable. Therefore, they scrutinize T-S conflict scientifically and dialectically ,revising shortcomings of traditional sense.They think that T-S conflict is an unavoided and normal phenomenon, such conflict has dual nature, one hand , it is destructive ; the other hand, it is active and constructive. This is "modern T-S conflict sense. Compared with traditioal sense, the modern one is more reasonable and more acceptable. Such dual nature requires us to regard T-S conflict in dual sense. Guided by scientific conflict sense , school teachers should bring the active and constructive role of T-S conflict into play, making it serve the school teaching practice;simultaneously, taking precautions agaist destructive T-S conflict and trying to elimunate inactive influences.The whole paper is divided into 5 parts. Part 1 elaberates topic background, present research and its significance;Part 2 refers to thefundamental theory. Firstly, define "conflict" and "T-S conflict" according to some definitions at home and abroad;secondly, divide "T-S conflict" into two types—constructive and unconstructive , according to the historical T-S conflic research;thirdly,the paper anyalies two different T-S conflic senses. Part 3 talks about the dual nature—constructiveness and destructiveness at the angels of phylosophy, pedagogy, sociology, psychology and etc. The conclusion is that T-S conflict has dual nature—inactive .destructive and active , constructive, so educators should try to avoid the fomer and utilize the latter. Part 4 puts forth countermoving tactics, the first part is stimulating tactics;the second one is tactics of solving immediately and taking precautions.