A Study On University Teacher-student Conflict From The Perspective Of Role Cognition

In recent years, such as nine doctoral candidates combined to fry their mentor, students charged their teacher "counter-revolutionary" and so on a series of events have been in the media for many times. University teacher-student conflict has become an unavoidable reality. In this background, this paper, seen from the perspective of Role cognition, aimed to make a more comprehensive and new analysis of University teacher-student conflict. Hope I could get this chance to do the best of my ability to enrich the theory research of conflict and promote the harmonious relations between teacher and student.This paper is divided into five parts. The first part is the introduction of this study, wihich introduced the origin of the topic selection, reviews related research about the conflict between teachers and students, and proposed the research objectives, contents and meaning. The second part of the paper, by distinguishing relevant concepts and describing characteristics of University teacher-student conflict and Role cognition, analyzed the relationship between the two. The last three parts make up the main body of this paper:The third part looked at the reflections, reasons and formation mechanism of the divergence between teachers’role cognition and students, which is the logical starting point of conflict. This divergence, its major manifestations are teachers’authoritative-superior consciousness and students’appeals of the subjective status. In the cause analysis part, on the analysis of both teachers and students, the social-internal and group-external factors are also analyzed. Role cognition began in group belonging, in the mechanism of formation, has psychological distinction and stereotypes the two paths.The fourth part analyzes the divergence of teachers and students’ role cognition impacts on the Teacher-student relationship.It is as likely to help to deconstruct the unreasonable relations; It could also cause negative effects, such as the irrational compromise and low levels of role responsibility.The fifth part, based on above analysis, explored how to get rid of of the negative effects of the divergence. Colleges and universities ought to create cooperation opportunities and conditions between teacher and student. We also can through reopening channels of communication to promote the harmonious relations between teacher and student. For the teacher, they need to improve the charismatic authority rather than traditional or legal-rational authority. Meanwhile, students need to overcome the passive to improve the ability of adjustment of the role.