在教育环境中预防和解决冲突

Yuliia Lisnievska
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摘要

学校是一个相互关系和互动的空间,存在着冲突和纠纷的特殊风险。其原因在于学生之间的误解和纠纷,学生之间缺乏沟通技巧和主观态度,教师与行政部门之间的误解,教师之间的冲突等。冲突本身并不总是消极的。但如果冲突加深,不以双方的平息而告终,就会对学校工作产生负面影响。本文主要从人际交往的决定因素入手,探讨了现代学校中的冲突问题以及解决冲突的方法。文章考虑了教育空间中主体间利益冲突的原因。主要重点是确定冲突的本质,确定学校中争端的主要来源,以及冲突所经历的阶段。考虑到不同的分离标准,明确了冲突的类型。介绍冲突情况的后果,同时指出冲突情况不一定会导致功能失调冲突的出现。确定了从冲突前状态转入冲突阶段的必要条件、解决冲突的方法以及解决冲突的建议。还描述了教学团队中冲突的具体情况,并给出了冲突的分类。考虑了避免教师队伍中冲突的最常见方式--传统的和现代的,以及缓解冲突紧张局势的有效沟通技巧。冲突对教育环境中每组主体的负面影响也一一呈现。文章提请人们注意教师在使用安全有效的和解方式解决学生争端方面的重要作用,而不是使冲突升级。文章强调,有必要培养教师和管理人员与冲突有关的能力,以此作为预防教育机构教师冲突的条件。
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CONFLICT PREVENTION AND SETTLEMENT INTERESTS IN THE EDUCATIONAL ENVIRONMENT
School is a space of mutual relations and interaction, there is a special risk of conflicts and disputes. Their cause is misunderstandings and disputes among students, their lack of communication skills and subjective attitudes towards each other, misunderstandings between teachers and the administration, conflicts between teachers, etc. Conflicts in themselves are not always negative. But if the conflict deepens, does not end with the pacification of both parties, it can negatively affect the work of the school. The article examines the problem of conflicts in the modern school and ways of solving them, focused primarily on the determinants of interpersonal contacts. The causes of the conflict of interests between subjects in the educational space are considered. The main focus is on identifying the essence of the conflict, determining the main sources of disputes in the school, as well as the phases through which the conflict passes. Specified types of conflicts taking into account different separation criteria. The consequences of conflict situations are presented, while it is noted that a conflict situation does not necessarily lead to the emergence of a dysfunctional conflict. The conditions necessary for the pre-conflict situation to turn into the conflict stage, ways of solving it and recommendations for solving the conflict situation have been identified. The specifics of conflicts in teaching teams are also described and their classification is given. The most common ways of avoiding conflict in the teaching staff are considered - traditional and modern, as well as effective communication techniques for reducing conflict tension. The negative consequences of conflicts for each group of subjects of the educational environment are shown. The article draws attention to the important role of teachers in resolving student disputes using safe and effective ways of reconciliation, rather than escalating conflicts. The need to develop the conflict-related competence of teachers and administration as a condition for preventing conflicts in the teaching staff of an educational institution is emphasized.
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