所谓学校教育中的师生价值观冲突，是指在社会价值多元化的背景下，学校教育过程中教师与学生之间观念的不一致，并以教育教学活动为中心而展开的不同价值观念之间的相互竞争与彼此否定。这种竞争与否定最终将会作用于学生的价值观，进而影响其价值观的形成。在当代，价值观冲突具有深刻的内外部背景。在我国社会转型时期，价值观的冲突表现为多种形式。 学校教育中师生的价值观冲突主要表现为两种形式：一是课堂教学过程中的师生价值观冲突，包括教师严格执行教学大纲或忠实于原著引发的价值观冲突，教师强行进行价值灌输引发的价值观冲突；二是教育管理过程中的师生价值观冲突，包括教师误解学生引发的价值观冲突，教师不理解学生心理和思想引发的价值观冲突，教师评价学生单一化引发的价值观冲突。在处理师生价值观冲突时，部分教师体现出了两种错误的倾向：一是对价值观冲突的“热处理”，即教师强迫学生服从；二是对价值观冲突的“冷处理”，即教师采取漠视与逃避的行为。 学校教育中师生价值观冲突的原因是多方面的，如传统教师权威受到挑战，价值多元化时代学生主体意识觉醒，现代学校教育异化，价值观教育的边缘化，等等。为正确处理师生之间的价值观冲突，首先要客观认识师生价值观冲突所具有的积极意义；其次要以价值观冲突为契机重构师生关系，具体来说，包括重构教师权威，以宽容之心接纳学生的多元价值观，培养青少年的价值理性并合理引导其价值观，以对话促进正确的价值认同。

In the background of the diversification of value, the value conflict between teacher and student in schooling, witch means the variance of perception between them in the process of educational activity, and the competition and negation among different values. This kind of competition and negation will make effect on the value of students, as well as the effect on the formation of their value. Today, Value conflict has profound interior and exterior background. In time of social transformation, value conflict shows up different forms. There are two kinds of value conflict between teacher and student in schooling. The first could be defined as the value conflict in the process of pedagogy in class, such as the value conflict caused by teacher’ strict implementation on teaching outline or obedience on original version, and the value conflict caused by teacher’ forced indoctrinization on value. The second could be defined as the value conflict in the process of educational management, including the value conflict caused by teacher’ misunderstanding on student, lack of understanding on student’ thinking, and the simplification of evaluation on student. Some teachers’ behavior show up two false tendencies in dealing with value conflict between teacher and student. First, the student is forced to obey the teacher. Second, the teacher disregards or escapes with the value conflict. There are various reasons in the value conflict between teacher and student in schooling, such as the challenge on the traditional teacher authority, consciousness awakening of student in time of value diversification, dissimilation of schooling, and marginal of value education, etc. In order to deal with the value conflict correctly, we must recognize the active meaning of value conflict. Then, we must reconstruct the relation between teacher and student by utilizing the value conflict, such as reconstructing teacher authority, admitting the various value perception of student, fostering student to form the value rationality and guiding their value perception, and promoting the value identification in dialog.