家校社协同建设中小学欺凌预防体系研究  

Study on Bullying Prevention System in Primary and Secondary Schools by Family,School and Community Cooperation

作　　者：罗萍 LUO Ping(College of Education,Cangzhou Normal University,Cangzhou,Hebei 061001,China)

机构地区：[1]沧州师范学院教育学院,河北沧州061001

出　　处：《沧州师范学院学报》2025年第1期113-118,共6页Journal of Cangzhou Normal University

基　　金：2024年度沧州市社会科学发展研究重点课题“家校社协同建设中小学生欺凌预防体系的研究”,编号:2024009。

摘　　要：学生欺凌问题是国家、社会、教育者和家长关注的重要安全问题。学生欺凌的产生具有复杂的内在机制,单靠家庭、学校、社会任何一方都不能有效化解。“治”“惩”等急救式处理方法治标不治本,治理学生欺凌问题必须以预防为主。目前,学生欺凌预防体系建设取得一定成效,但仍存在学校主导机制不健全、家校社协作耦合不充分、反馈改进制度不完善等问题。家校社协同建设中小学预防欺凌体系需要依据协同的内在机制,遵循平等协作、责任清晰、机制完善的协同理念,发挥学校主体作用,在协同目标统一、路径一致的条件下,建设动态欺凌预防体系。The issue of student bullying is an important safety concern for the country,society,educators,and parents.The emergence of student bullying has complex internal mechanisms,and no single entity whether family,school,or society can effectively resolve it on its own.Emergency response methods like“regulation”and“punishment”only address the symptoms,not the underlying issues;therefore,dealing with student bullying must prioritize prevention.Currently,the construction of a student bullying prevention system has achieved certain results,but there are still problems such as an inadequate school-led mechanism,insufficient collaboration between families,schools,and society,and an imperfect feedback and improvement system.The collaborative construction of a bullying prevention system in primary and secondary schools should be based on the intrinsic mechanism of collaboration,follow the principles of equal cooperation,clear responsibilities,and a well-defined mechanism,and leverage the primary role of schools.Under the condition of unified goals and consistent paths in collaboration,a dynamic bullying prevention system should be established.

关 键 词：学生欺凌 家校社协同 交叠影响域 欺凌预防 中小学生 

分 类 号：G459[文化科学—教育学]