中职学校师生冲突研究——以青岛市城阳区中职学校为例-a study on the conflict between teachers and students in secondary vocational schools —— a case study of secondary vocational schools in chengyang district of qingdao city.docxVIP

独 创 声 明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。 据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写 过的研究成果，也不包含为获得 （注：如没有其他需要特别声明的，本 栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对本研究所做 的任何贡献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 导师签字： 学 位 论 文 版 权 使 用 授 权 书 本学位论文作者完全了解 学校 有关保留、使用学位论文的规定，有权保留并向国 家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学校 可 以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等 复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期：2011 年 月 日 签字日期：2011 年 月 日 目 录 中文摘要 ··········································································································································I Abstract ·········································································································································III 前言 1 一、选题缘由 ·························································································································1 二、研究现状 ·························································································································1 三、研究目的与意义 ·············································································································3 四、研究思路与方法 ·············································································································3 第一章 师生冲突概述 ···················································································································5 一、师生冲突的概念 ·············································································································5 （一）冲突的定义 ·········································································································5 （二）师生冲突的涵义 ·································································································6 （三）中职师生冲突的涵义 ·························································································6 二、师生冲突的类型 ·············································································································6 三、师生冲突的功能 ·······················································