唱反调是中小学学校中冲突实践的教育现象，该论文以学生唱反调现象作为观察和研究对象，归纳和总结学生唱反调的形成原因、行动过程、表现姿态和特点，启示学校关注师生交往关系的紧密建设和学生独立自由民主的追求。 学校教育中学生并非单纯的“受教育者”，受到家庭教养环境、父母关系、师生关系、教师权威、教师教学方式、同辈群体、学生兴趣以及学生追求自由与独立的多重因素影响，唱反调成为一种学生话语权表达的有效方式。面对学校规训的多样化措施——包括对时间、空间的控制和命令，学生会采取不同的姿态来应对：课堂开小差、不听从班干部指令、在课堂完成其他学科的作业到眼保健操的小动作、顶嘴、“都一样”和改装校服等等。威利斯认为学生反抗是以规则和制度为目的的，教师充当中间人或者“催化剂”，但是制度化的规则本身并非学生唱反调的根本目的，它们只是作为“中介”或“替罪羊”存在，唱反调的学生的最终目的是操纵规则的人——学校中的教学管理人员、教师、班干部。唱反调具有隐匿性和灵活性，学生通过“隐藏的文本”避免正面冲突，这种冲突实践虽然迂回，但却有效。 学校不能将唱反调仅仅放在道德领域的对立面，应该及时关注该现象的正向功能，促进紧密的师生关系的形成，鼓励学生追求自由和独立，保障学生的表达权，引导学生养成健康人格，促进学生的自我实现与发展。

Singing Anti-tone is an educational phenomenon of conflict practice in primary and secondary schools. This paper takes students' singing Anti-tone phenomenon as the object of observation and research, it sums up and summarizes the causes, action process, attitude and characteristics of students' singing anti-tone, and enlightens schools to pay attention to the close construction of teacher-student interaction and the pursuit of students' independence, freedom and democracy. In school education, students are not simply "educated persons". Influenced by multiple factors such as family upbringing environment, parental relationship, teacher-student relationship, teacher authority, teaching methods, peer groups, students' interests, and students' pursuit of freedom and independence, anti-intonation has become an effective way for students to express their right to speak. Facing the diversification measures of school discipline, including the control and command of time and space, students will adopt different postures to deal with it: making errands in class, not obeying class cadres' instructions, completing homework in class in other disciplines to small movements in eye health exercises, answering back, changing school uniforms and so on. Willis believes that student resistance is aimed at rules and systems, and that teachers act as intermediaries or "catalysts", But the institutionalized rules themselves are not the fundamental purpose of students' antonym, they only exist as "intermediaries" or "scapegoats". The ultimate goal of students' Antony is to manipulate the rules - teaching managers, teachers, class cadres in schools. It is concealed and flexible. Students avoid positive conflicts through "hidden text". Although this conflict practice is circuitous, it is effective. Schools can't just put the negative tone on the opposite side of the moral field. They should pay attention to the positive function of this phenomenon in time, promote the formation of close teacher-student relationship, encourage students to pursue freedom and independence, guarantee students 'right to express themselves, guide students to develop healthy personality, and promote students' self-realization and development.