教育主体缺失视角下农村校园欺凌成因及治理

家庭、村庄和学校是农村学生成长过程中的三个重要教育主体，三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长，而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面：一是家庭教育主体的缺位，表现为农村家庭隔代抚育的“不过问”逻辑；二是村庄教育主体的缺位，表现为村庄交往中的村民相互“不得罪”的逻辑；三是学校主体的缺位，表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化，进而带来了三者之间良性互动的阻隔，包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位，以及学校对农村社会的脱嵌。治理农村校园欺凌事件，除了法制和规范进校之外，还要搭建新型的教育主体结构，形成多元化、多主体农村校园欺凌的治理格局。

The Causes and Governance of Bullying in Rural Campus from the Perspective of the Lack of Educational Subject

Family,village and school are the three important educational subjects in rural students' growth,which are interrelated and complement each other to form the main structure of rural education.Rural primary and secondary school students are growing up in this structure and the frequency of bullying in rural schools are related to their changes.The structural change of rural educational subjects includes three aspects,the first is the absence of family education,shown in the form of carelessness of intergenerational upbringing;the second is the absence of village education,shown in the form of no-offence among the villagers;and the third is the absence of school education,which is represented by the"no accident" logic of bureaucracy in school management.These changes in the logic of subject behavior have brought about a barrier to the benign interaction among the three,including the interruption of the connection between the family and the school,the absence of supervision over students and family in the village,and the removal of the school from the rural society.While strengthening legal system and regulation,we should build a new type of educational subject structure to form a pluralistic and multi-subject governance pattern,so as to eliminate the bullying incident in rural campus.