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| 导生冲突的结构与过程——基于学生视角的质性研究 |
| The Structure and Process of Supervisor-Postgraduate Conflict——A Qualitative Study Based on Students’ Perspectives |
| 投稿时间：2024-07-02 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.02.09 |
| 中文关键词: 研究生教育;导生冲突;冲突管理;导生关系 |
| 英文关键词: postgraduate education;supervisor-postgraduate conflict;conflict management;supervisor-postgraduate relationship |
| 基金项目: |
| 作者 | 单位 | | 刘业青 | 北京师范大学 教育学部, 北京 100875 | | 林杰 | 北京师范大学 教育学部, 北京 100875 |
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| 中文摘要: |
| 导生冲突是研究生教育中较为普遍的现象,其中,隐性冲突是主要形态。冲突理论视冲突为人际交往的正常组成。冲突管理大师肯尼斯·托马斯划分出冲突的结构模型与过程模型。基于他的经典理论,通过实证研究建构出适合分析导生冲突的“结构—过程”系统分析模型。引发导生冲突的结构性要件是导生关系情境中的制度文化、导生互动中的利益与权力、主体双方的个性。冲突发生后,研究生经历感知、自反、应对、结果四个基本阶段,基于主体能动性发展出竞争、合作、回避、顺从等主要应对策略。冲突发展趋向建设性和解、搁置止歇、破坏性升级三类结果。研究生应当发展主体能动性,实现冲突的积极转化;导师负有冲突反思、诊断与预防的责任,应当提升冲突管理能力;研究生教育中的管理制度亟待完善,健全导师负责制的容错、纠错机制。 |
| 英文摘要: |
| Supervisor-postgraduate conflict is a relatively common phenomenon in postgraduate education, with implicit conflict being the dominant form. Conflict theory views conflict as a normal part of interpersonal interaction. Kenneth Thomas, a master of conflict management, has defined different forms of conflict and developed a structural model and a process model for them. Empirical studies based on his classic theory show that we can build a systematic "structure-process" analysis model suitable for analyzing supervisor-postgraduate conflict.The main structural elements that trigger supervisor-postgraduate conflict are the institutional culture in the context of the supervisor-postgraduate relationship, the interests and power in their interaction, and the personalities of both. After the conflict, postgraduates go through four basic stages:perception, self-reflection, reaction, and bearing the outcome, consequently, based on their subjective initiative,the postgraduates develop four main coping strategies, i.e. competition, cooperation, avoidance, and compliance. The development of conflict tends toward three types of outcomes:constructive reconciliation, laying asidethe conflict, and destructive escalation. This paper suggests that postgraduates should develop their subjective initiative to achieve positive transformation of conflict; as supervisors have the responsibility to reflect, diagnose and prevent conflict, and they should also improve their conflict management ability; the management system in postgraduate education needs to be perfected so as to improve the fault tolerance and fault correction mechanism of the supervisor responsibility system. |
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