摘要
"校园欺凌"作为社会焦点性问题,其概念的界定一直众说纷纭,国内对"校园欺凌"概念的认知尚未明晰,相关概念的辨析与使用仍存在混淆不清的状况。相较于我国的情况,美、英、日等多个国家对"校园欺凌"的界定较为完善。各国在界定"校园欺凌"的原则中基本遵循了欧维斯的三大要素,并在此基础之上根据本国校园欺凌的具体特征对"校园欺凌"概念进行扩充。"校园欺凌"概念的认知须将其与"校园暴力"、"学生欺凌"的概念进行区别,了解相关概念之间的关系,从内涵与外延两个维度对"校园欺凌"概念做出重新界定,希望以此为相关政策法规细则的出台带来启发。
As one of the social focal problems, school bullying has not yet been clearly defined. The usage and discrimination of related concepts are also full of confusion. In our country, the definition of school bullying varies from person to person. Compared with China, the United States, Britain, Japan and other countries have some more specific definitions which base on the principles of Dan Olweus and combine with the features of school bullying of their own country as well. To understand the definition of school bullying, one should distinguish it with school violence and student bullying. After understanding the relationships between these concepts, there is a clear definition of school bullying that defines from both connotation and denotation. It is hoped that the relevant policies and regulations can benefit from this definition.
作者
俞凌云
马早明
Yu Lingyun;Ma Zaotning(Institute of International and Comparative Education,School of Education,South China Normal University,Guangzhou 510631)
出处
《教育发展研究》
CSSCI
北大核心
2018年第12期26-33,共8页
Research in Educational Development
关键词
校园欺凌
校园暴力
欺凌行为
攻击行为
school bullying
school violence
bullying behavior
aggressive behavior
