在深入观察小学高年级学生日常交往后，我发现学生之间交往方式不成 熟，交往冲突频发。针对小学高年级学生同伴间交往冲突频发这一现象，本 研究采用访谈法，从学生视角去探究学生学校交往的现状，分析其同伴交往 的三个特点：学生交往的出发点在于自己的利益；学生交往过程中关注自我 形象以及学生间交往冲突频发但冲突时间不长。本研究还定义了学生眼中交 往冲突的内涵，分辨冲突与玩笑、欺凌的区别，并从时间维度对冲突进行深 入探究。在冲突发生前，从冲突的影响因素以及产生条件两个方面探究冲突 的成因，冲突的影响因素有关系亲疏、心情情绪以及印象标签；在冲突发生 之时，对学生交往冲突从性别、关系亲疏、参与人数维度进行分类，总结不 同类别的行为表现，分析学生冲突过程中的心理与情绪变化，研究冲突的时 间和解法与道歉和解法；在冲突结束后，从冲突理论角度分析同学间交往冲 突的价值意义，即只有能够在冲突后进行反思的同学才能够发现冲突的正面 价值。通过以上对于交往冲突的深入研究，本研究找到了四点小学高年级学 生间冲突频发的原因：学生关怀能力不足；学生情绪管理能力较低；学生在 冲突后的反思不足以及学校人际冲突教育的开展不足。最后，针对这四点成 因，文章从诺丁斯关怀理论的角度提出了学校、班级、教师三个层面上的对 策建议，主张构建以关怀为核心的全方位人际教育模式。

After an in-depth observation of the peer interactions between high grade pupils, I found that students have frequent conflicts in their daily lives. Using the way of interview, this study explores the current situation of peer interaction conflicts from the perspective of students, analyzes the characteristics of peer interaction：the starting point of student communication is their own interests; self-image is the most important thing in students’ communication, and conflicts between students occur frequently but not last long. The study defines the connotation of conflicts, distinguishes the differences between conflicts, jokes and bullying and finally lucubrates conflicts from the time dimension. Before the conflict occurs, this study explains the causes of conflicts from the influencing factors and production conditions, the influencing factors of conflicts are relationship, emotion and impression label; when conflicts occur, this study classifies conflicts by gender, relationship and the number of participants, summarizes the behaviors of different conflict categories, analyzes the emotional changes in the process of conflicts and studies how conflicts are reconciled; when the conflicts are over, this study analyses the value of the interaction conflicts between students. Through the above in-depth analysis of communication conflicts, this study finds four reasons for the frequent conflicts among primary school students: insufficient students’ care ability; low emotional management competence; the lack of students' post-conflict reflection and insufficient school interpersonal conflict education. Finally, aiming at these four causes, the study suggests the school, class and teacher constructing a comprehensive interpersonal education model with care as the core from the perspective of Noddings’ care theory.