How to deal with cold violence [on the harm and countermeasures of "cold violence" in primary and secondary schools in China]

In China's primary and secondary schools, the hidden "cold violence" is less concerned because of its unique characteristics. However, the harm caused by campus "cold violence" can not be ignored, which not only affects the healthy growth of teenagers, but also is not conducive to the construction of a harmonious campus. Therefore, it is necessary to improve this situation by improving the quality of teachers and cultivating students' good psychological state.

Keywords "cold violence" teachers' campus teacher-student relationship

China Library Classification. G47 ID number A1674-4810 (2011) 23-0093-02

The meaning and manifestation of "cold violence" in primary and secondary schools in China

1. The meaning of "cold violence" in primary and secondary schools in China

"Cold violence" on campus means that teachers do not solve problems through violent acts such as beatings, but show indifference, contempt, laissez-faire, alienation and indifference to students, causing mental and psychological harm to students. Its essence is mental violence. Specifically, it means that educators use interpersonal environment as a means to increase the interpersonal distance between individual students and group members by means of verbal humiliation, abuse, discrimination and high rejection, so as to create an interpersonal atmosphere full of great pressure for students and make them in an isolated and indifferent state, thus achieving the purpose of punishing students.

2. The performance of "cold violence" in primary and secondary schools in China.

First, indifference. Some students have poor academic performance, some students are often naughty in class, and some students deliberately oppose the teacher. After some efforts, the teacher may find that the effect is not great, so he slowly ignores the existence of these students, is indifferent to them, is indifferent to them, lets himself drift, and does not give the most basic care and help.

Second, the class type. Some teachers have a bad temper. When students do something that does not conform to the norms or goes against their wishes, they often give a lesson first. They are used to giving orders, making students feel useless and even afraid.

Third, threats. Some teachers always threaten some students who have poor grades or are naughty, such as taking them back to see their parents and the director of the academic affairs office. If you don't do well in the exam, don't come to school and threaten students with language.

Fourth, ridicule. Laugh at students who have poor grades, often violate discipline, do not actively participate in group activities, have a negative impact on class management, and violate the will of teachers.

Fifth, isolated type. Usually, it means that teachers unfairly isolate some students they don't like, such as not allowing them to participate in some activities, not allowing them to be accepted by the community, not allowing other students to play with them, and letting them sit alone in remote seats such as the last row or corner of the classroom.

Sixth, the control type. Some teachers have a strong desire for control, and they need students to listen to their will and will 100%, closely monitor their every move, and they are extremely hot when they find abnormalities.

Second, China's primary and secondary schools "cold violence" causes

1. The decrease of teachers' self-efficacy leads to "cold violence" on campus.

Self-efficacy is a concept put forward by the famous psychologist Bandura. It refers to an individual's subjective judgment on whether he has the ability to complete a task or a certain type of task. Teachers have high expectations for students and confidence in their own abilities before they go to work. When they really entered the teaching profession, they found that some previous ideas were so naive and naive that they still had no effect on some students through their own efforts. Over time, teachers have doubts about their abilities and a strong sense of frustration, so their enthusiasm for teaching is greatly reduced, and their patience and enthusiasm are gradually exhausted, so they unconsciously treat students with "cold violence" on campus.

2. A single educational model leads to the emergence of "cold violence" on campus.

In China's education system, primary and secondary school teaching still revolves around the college entrance examination. No matter how excellent students are in other aspects, in school, grades mean everything. Therefore, in order to better complete the teaching task, improve students' grades, and at the same time strive for their own interests, when patience and enthusiasm are gradually dissolved by the cold reality, teachers will not hesitate to bias the balance towards students with excellent grades, and at the same time unconsciously use "cold violence" to crack down on students with poor grades and "poor students" who violate discipline.

3. Communication barriers between teachers and students lead to "cold violence" on campus.

Some teachers, especially old teachers, don't pay attention to the educational methods themselves, and they don't have a comprehensive and profound understanding of the physical and mental characteristics of young students. They still adopt the old way of education, thinking that sarcasm will make them feel ashamed, so as to cheer up and work hard. However, countless vivid examples show that young students are generally poor in their ability to resist pressure, because it is not uncommon for teachers to make extreme behaviors because of extreme words or contemptuous eyes. While criticizing students' fragile ability to resist pressure, we should also reflect on such a question: Do teachers have the right to insult or discriminate against students? Some teachers blindly follow their own ideas, regardless of students' feelings, and there is no smooth communication channel between teachers and students, which leads to the perfect use of "cold violence" by these teachers on campus.

Third, the harm of "cold violence" in primary and secondary schools in China

1. "Cold violence" on campus affects students' learning enthusiasm.

In the study career of some students, it is inevitable that there will be some rebellious psychology, and some things may be done that make teachers feel headache. Such as deliberate violation of discipline, puppy love, and consciously not learning according to the teacher's requirements. These may be caused by students' personality, or they may be deliberately opposed to teachers in spring and spring for a specific rebellious period. In this case, some teachers beat these students down with a stick, thinking that they are "problem students" and "bad teenagers" and treat them rudely. Or scoff at them, or be indifferent to them, or threaten them and so on. Those students who are not interested in learning are more disgusted with learning, have weariness of learning and have little enthusiasm for learning.

2. Campus "cold violence" attacks students' learning confidence.

Some students are not very talented in their studies, but they work hard, but they have no achievements, and their achievements always linger behind the class. Therefore, some teachers don't ask indiscriminately, blindly "focus on grades", arrange poor students in a small corner of the class, ignore their feelings, or verbally insult them.

3. "Cold violence" on campus leads to students' mental illness and forms a bad personality.

The "cold violence" against students is an irrational mental punishment, which not only seriously deprives students of their autonomy, hurts their self-esteem and destroys their confidence, but also leaves a wound in their hearts that is difficult to heal, leading to their autistic psychology. The adverse effects of "cold violence" in schools on students' personality are mainly manifested in two ways: one is "withdrawn personality", and children often choose to avoid problems and dare not communicate with others under high pressure; The other is "explosive personality", which becomes irritable and full of "aggression", posing a threat to others and society.

4. "Cold violence" on campus may lead to students committing crimes.

Students' hearts are fragile. Under the influence of "cold violence" on campus for a long time, their hearts gradually become numb, and they can't get the care and love they deserve at school, so they will contact the society by playing truant or dropping out of school. But after all, they are young, have little life experience, and are easily lured by bad elements in society, thus entering those bad groups and carrying out a series of illegal and criminal activities such as theft and robbery under the encouragement of bad elements. This has not only caused extremely bad harm to society, but also harmed myself, so the age of flower season is likely to be spent in prison, and life may be completely ruined.

Countermeasures to avoid "cold violence" in primary and secondary schools in China

1. Teachers should influence students with whole-hearted love.

The famous educator Suhomlinski once said: "When you deal with children's ideological, emotional and cognitive mistakes, you must never forget that every child has a good home and good wishes. Any reprimand, any threat, and any intention to hurt the child's mind are not allowed. " Every teacher should tolerate the mistakes in students' growth with broad mind and deep love, and these mistakes are sometimes inevitable in their lives. Growth needs stimulation and development needs care. The motive force of education is love, which can touch the soul and touch people's hearts.

2. Teachers should strengthen psychological counseling for students to help them have a healthy psychology.

While imparting knowledge, teachers should also help students build their inner world and let them learn to be strong. Teachers should teach students in accordance with their aptitude and adopt different educational methods for different students. For example, students with poor learning seem to dislike learning, hate teachers and hate schools. Teachers' indifference to them will strengthen their evaluation of themselves. In this case, teachers can try to change their attitude, talk to them patiently, see what difficulties they have, encourage them and let them see their bright spots.

3. The state should strengthen the restraint of "cold violence" on campus.

At present, China has promulgated the Teachers Law, the Compulsory Education Law of People's Republic of China (PRC) and the Law on the Protection of Minors of People's Republic of China (PRC). These laws clearly stipulate that corporal punishment and corporal punishment in disguised form are illegal, but because teachers have a strong concealment in the process of implementing campus "cold violence", campus "cold violence" has not been included in the scope of legal constraints. In order to reduce or eliminate all kinds of "cold violence" on campus and build a harmonious campus, it is necessary to strengthen the supervision of "cold violence" on campus and issue relevant legal documents to restrain and punish it.

4. The society should strengthen public opinion propaganda, supervise and disclose the phenomenon of "cold violence" on campus in time.

The media and social forces should play their role in restraining the emergence of "cold violence" on campus, increase the publicity of public opinion, and let everyone see the harm of "cold violence" on campus. Let everyone really understand the "cold violence" on campus psychologically, so as to form an atmosphere against the "cold violence" on campus in society and create a healthy and harmonious growth environment for students' immature hearts.

refer to

[1], white. On the phenomenon of "soft violence" in primary and secondary education [J]. Jiangxi Education Research, 2005( 1 1)

[2] Shi Meng, Wang Shuqing. Pay attention to cold violence on campus ―― From a girl who dropped out of school [J]. Primary and Secondary School Management, 2007(05)

[3] Hu Wen and Peng Yi. Focus on campus "cold violence" [J]. Guide to science and education, 20 10(7)

[4] Chen. Breaking the cold violence in education and building a harmonious campus [J]. Journal of Jilin Institute of Education, 2008(6)

[Editor: Pang]