The Social Space Study Of Teacher-student Conflict

In recent years,conflicts between teachers and students in primary and secondary schools have occurred,which has not only led to extensive discussions in various sectors of society,but also became an unavoidable reality in school education.The conflict between teachers and students is bred in the interaction of teachers and students'emotions,roles and cultures as well as in the school space that combines the essence of perception,conception and imagination.Based on the school space as a social space,the research on teacher-student conflicts is carried out from four levels:one is the"phenomenal level".by means of sociology of space to understand the school space and"what is the teacher-student conflict";the second is "cause level",from the two dimensions of space practice and space representation,to explore corresponding reasons to the teacher-student conflict;the third is the "process level",from the spatial dimension of representation to present the teacher-student conflict participants in daily teaching life,which reveals how is their space experience;the fourth is the"development level",to explore how it will be done in the solution of teacher-student conflict and the sociology of space of classroom teaching.Specifically,the first chapter,on the basis of combing the theory of the sociology of space,reflects on the juncture of structure and action of teacher-student conflict under the perspective of social space.The second chapter is based on the practical dimension of space.Through its classification,practice and integration,the school space not only ensures the normal operation of the school organization,but also aggravates and conceals the binary opposition between students and schools.The third chapter starts from the representation of space,and on the basis of analyzing the teachers,students and classes in the school space,reveals the school system and real teacher's action of social construction,which makes the students in the isolated and being-spoken position.The fourth chapter sets out from the spatial dimension of representation,selecting four cases with different structures and different intensity of action,and presents the spatial experience of conflicting witnesses in the process-event analysis framework.It is found that the conflict between teachers and students concludes four operating mechanism which are balanced and authoritative,emotional and isolated.The fifth chapter completes the "third space" construction of the justice demands rooted in space and space production on the basis of clarifying the action logic of teachers and students in the conflict between teachers and students.The conceptualization,abstraction and generalization of teaching in the study of traditional teaching theory make theoretical research and the lively and rich teaching practice gradually drift away.Dividing school space coordinates based on social space,revealing and explaining the problem of teacher-student conflict in daily teaching life can be used as a feasible path to understand real teaching practice to some extent.The sociology of space analysis pays attention to multidimensional,partial and actual daily teaching life,which not only avoids the logical dilemma caused by time sequence,but also prevents the break of trivial daily life.A new path of bridging the theory and practice is able to be provided for teaching theoretical research.