知·行·境:基于认知-进化-环境协同视角的欺凌治理体系建构  

Cognition-Behavior-Context:Constructing a Bullying Governance System from a Cognitive-Evolutionary-Environmental Synergistic Perspective

作　　者：田芊[1] 丁敬耘 郭家慧 朱艳 TIAN Qian;DING Jingyun;GUO Jiahui;ZHU Yan(School of Social Development and Public Policy,Fudan University,Shanghai 200433;Psychological Health Education Center,Fudan University;Psychological Counseling Center,Shanghai University,Shanghai 200444)

机构地区：[1]复旦大学社会发展与公共政策学院,上海200433 [2]复旦大学心理健康教育中心 [3]上海大学心理辅导中心,上海200444

出　　处：《教育发展研究》2025年第6期76-84,共9页Research in Educational Development

摘　　要：校园欺凌威胁青少年身心健康与社会适应,传统单一视角的治理效果有限。本文通过梳理欺凌行为的理论演进,分析认知、进化及环境视角的局限,提出“知·行·境”整合框架,从认知(知)、进化(行)、环境(境)三维度协同解析校园欺凌的发生机制。基于此框架构建的治理体系,通过认知重塑矫正偏差、替代竞争收益削弱动机、优化环境条件降低触发,形成系统化防治路径。在中国情境下,该体系针对性别差异与家庭背景提出本土化策略。研究展望神经机制验证、实证研究与技术应用的深化,以完善框架并提升治理效能。“知·行·境”框架不仅深化了欺凌行为的理论理解,还为治理体系建构提供了科学指导,为校园欺凌防治注入新思路。School bullying poses a significant threat to adolescents'physical and mental health as well as their social adaptation,while conventional governance approaches based on single perspectives have demonstrated limited effectiveness.This paper reviews the theoretical evolution of bullying behavior,analyzes the limitations of cognitive,evolutionary,and environmental perspectives,and proposes an integrated framework—Cognition-Behavior-Context—to elucidate the mechanisms of bullying from a synergistic perspective.Specifically,it incorporates cognition(Cognition),evolutionary dynamics(Behavior),and environmental influences(Context)to provide a comprehensive understanding of bullying behavior.Based on this framework,a governance system is constructed that corrects cognitive biases through cognitive restructuring,weakens bullying motivation by offering alternative competitive rewards,and reduces triggering factors by optimizing environmental conditions,thereby forming a systematic prevention and intervention pathway.In the Chinese context,this system considers gender differences and family backgrounds to propose localized strategies.Future research should focus on validating the neurobiological mechanisms,conducting empirical studies,and advancing technological applications to refine the framework and enhance governance effectiveness.The Cognition-BehaviorContext framework not only deepens the theoretical understanding of bullying behavior but also provides scientific guidance for the construction of governance systems,offering innovative insights for school bullying prevention and intervention.

关 键 词：欺凌行为 认知理论 进化视角 生态系统理论 

分 类 号：G63[文化科学—教育学]