Present Situation And Prevention Of Campus Violence In China

Since the reform and opening up, education utilitarian phenomenon increasingly evident. Currently,in the process of teaching, strengthen the cultivation of knowledge and practical ability and the ability to ignore the ideological and moral education, strengthen education teaching achievement while ignoring healthy growth of young people, leading to frequent incidents of school violence, the healthy development of young people and education Sustainable development severely affected. The campus is an important place for students to grow and school violence hazards associated with the impact on campus incalculable. Violence against students and teachers have caused serious physical and mental damage, and have a negative impact on children’s psychological and social development. Most of the violence belongs to the originating campus violence on campus, mostly for violent crime contradiction or conflict between teachers and students in conflict or lead, and in school violence, teachers are also victims of violence in schools, for teachers The negative impact is obvious. The current size and the extent of school violence has deepened, manifestations of school violence is more complex, it is necessary to conduct research on the current school violence, study forms and sources of violence in schools, and take specific measures to be managed to ensure that the management of school violence prevention.However, the current lacks of emphasis on school violence, especially long-term neglect of teachers victim problems. Presented in various forms of school violence, the students are the main victims, and teachers as school violence and witness the experience of those who, for psychological and physiological teachers will also cause damage. The current research will affect student campus violence attributed to individuals, families, schools and other social factors, the internal and external causes of school violence on an equal footing to discuss. But the current study for teacher discussion fewer victims, ignoring the teacher as the victim-related research. In a related study, the majority of teachers as school violence prevention and protector who, for the relative lack of victim status of teachers in the study, ignoring the teacher is also a witness and victim of violence. Therefore, in the study of violence in schools, in addition to the students to study the victim, the victim of teachers also need to conduct research to enrich the current theoretical study of school violence, in order to ensure a harmonious development of the campus environment to contribute.Abroad for more in-depth study of school violence, including the United States, Japan and other countries for the research campus violence is very rich. From the beginning of the 19 th century, the world has begun to focus on the problem of school violence. After World War II, a further increase of school violence, and gradually become a social problem facing all countries in the world. Western countries to study school violence earlier research results more. The United States for the study of school violence started early 70 s of last century, the United States conducted a large-scale research on the growing problem of school violence, and into the 1990 s, the US government has increased investment to build three schools, families and communities defense mechanisms to prevent school violence occurred, and achieved remarkable results. Europe, more in-depth study of school violence, Germany from the 1970 s to begin research on school violence, mainly for students to study psychology. Norway from the 1980 s school violence prevention program. Japan for more comprehensive prevention of school violence, the Ministry of Education since 1982 are required to be digitally school violence statistics annually. In order to improve the current status of school violence, on the basis of literature research, combined with the developed countries for school violence-related research, the status of school violence study from school violence perpetrators, victims, and many other point of view of school violence factors, refer to school violence prevention mechanisms abroad, to build security management mechanism suggestions and opinions.This study is divided into four parts: The first part is an introduction, for the status quo and the status quo of campus violence theoretical analysis, the study of the meaning of the article, research methods and innovation; the second part of campus violence for an overview, discuss school violence characteristics and classification, with specific case studies of school violence harm; the third part for the status quo and the factors that lead to school violence were analyzed to explore the reasons for the increase in school violence from the campus administration, the perpetrator and the victim’s point of view; Section IV presents Treatment and prevention of school violence countermeasures, based on research, experience in other countries learn from the management school violence prevention, to improve the degree of importance to the community, to improve the legal construction, improve the school rules and regulations, strengthen students’ safety education, promotion of teachers Victim Prevention strengthen management and other aspects of school violence management in a timely manner, to provide protection for the safe management of the campus.