【摘要】：自人類產(chǎn)生開始,懲罰就存在于社會(huì)生活的各個(gè)領(lǐng)域,教育領(lǐng)域也不例外。古今中外的教育思想、教育制度、教育實(shí)踐都與懲罰有著密切的聯(lián)系。事實(shí)上,不管人們是持贊成態(tài)度還是持反對(duì)態(tài)度,作為一種教育手段,懲罰一直在被教師“或多或少、或明或暗”地使用著。 長(zhǎng)期以來,國(guó)內(nèi)外關(guān)于教育懲罰的研究為數(shù)不少。但專家們高屋建瓴的理論多少存在學(xué)術(shù)術(shù)語(yǔ)羅列之嫌,缺少教育的實(shí)際經(jīng)驗(yàn)和必要的調(diào)查研究;教育工作者多為經(jīng)驗(yàn)總結(jié)式的論述,缺乏原理層面的分析和具體細(xì)致的操作層面的研究。而且理論界在提到教育懲罰的適度性問題時(shí),往往偏向于把問題絕對(duì)化。對(duì)“合理的教育懲罰”,只提它的教育意義,而回避它對(duì)學(xué)生造成的傷害;當(dāng)提到“體罰”時(shí),則只提它對(duì)學(xué)生造成的傷害,閉口不談它對(duì)學(xué)生的教育意義。 本研究基于學(xué)校教育管理過程中懲罰存在的問題及其原因,在理論的指導(dǎo)下,對(duì)教育懲罰的合理性、可操作性進(jìn)行比較全面、系統(tǒng)的分析,在實(shí)踐上探求運(yùn)用教育懲罰的合理有效措施。通過研究試圖建立這樣的觀點(diǎn),不論是一般意義上適度的教育懲罰,還是體罰,從懲罰的內(nèi)涵來講,都對(duì)學(xué)生有教育意義,也都會(huì)對(duì)學(xué)生造成傷害。在運(yùn)用教育懲罰時(shí),需要考慮的是怎樣最大限度地“趨利避害”。不允許體罰,并非是它不具有教育意義,而是由于它“弊大于利”。并從“趨利避害”的角度來探討教育懲罰的策略,為提高教師的班級(jí)管理能力提供了良好的著眼點(diǎn),在實(shí)踐上具有可操作性和長(zhǎng)效性。 論文首先結(jié)合相關(guān)法律法規(guī),在查閱大量資料的基礎(chǔ)上,對(duì)“懲罰”、“體罰”和“變相體罰”等概念進(jìn)行了明確的界定;然后分為四個(gè)部分來對(duì)學(xué)校中的教育懲罰問題進(jìn)行分析和探討。 第一部分從心理學(xué)、教育學(xué)的角度分析懲罰之于教育的必要性,對(duì)學(xué)校教育中的懲罰實(shí)踐給以理論支撐。 第二部分通過對(duì)教育懲罰的現(xiàn)狀進(jìn)行分析,從法律法規(guī)、學(xué)校規(guī)則、教師實(shí)施三個(gè)維度歸納出目前學(xué)校在實(shí)施教育懲罰時(shí)存在的問題。 第三部分對(duì)我國(guó)學(xué)校教育懲罰中存在的問題進(jìn)行歸因分析。 第四部分針對(duì)前面的論述、分析,提出了改進(jìn)思路,在操作層面上,建構(gòu)了包括社會(huì)、學(xué)校、教師三方面在內(nèi)的應(yīng)該采取的具體實(shí)施策略。從社會(huì)的層面講,應(yīng)盡快完善教育法規(guī),正確把握輿論導(dǎo)向;從學(xué)校的層面講,要制定合理的校規(guī)校紀(jì)并科學(xué)地執(zhí)行,加強(qiáng)對(duì)教師的培訓(xùn),并注意協(xié)調(diào)各方關(guān)系;從教師的層面講,要不斷增強(qiáng)職業(yè)素質(zhì),提高管理藝術(shù),對(duì)教師實(shí)施懲罰應(yīng)遵循的原則進(jìn)行了探索,從“趨利避害”的角度,提出了合法的原則、教育性原則、必要性原則、合理性原則、尊重性原則等五大原則。
[Abstract]:Since the birth of mankind, punishment has existed in all fields of social life, education is no exception. Chinese and foreign educational thought, educational system and educational practice are closely related to punishment. In fact, whether people are in favor or not, as a means of education, punishment has been used "more or less, or implicitly," by teachers. For a long time, there are many researches on the punishment of education at home and abroad. However, the theory of experts at a strategic height is somewhat characterized by a listing of academic terms, the lack of practical experience in education and the necessary investigation and research. Lack of theoretical level of analysis and specific and detailed operational level of research. Moreover, when the academic circle talks about the moderation of educational punishment, it tends to turn the problem into absolute. To "reasonable educational punishment", only mention its educational significance, but avoid its harm to students; when referring to "corporal punishment", only mention its harm to students, shut up talk about its educational significance to students. Based on the problems and causes of punishment in the course of school education management, this study, under the guidance of theory, makes a comprehensive and systematic analysis of the rationality and maneuverability of educational punishment. In practice to explore the use of education punishment reasonable and effective measures. Through the research attempt to establish such a view, whether in the general sense of appropriate education punishment, or corporal punishment, from the connotation of punishment, all students have educational significance, but also will cause harm to students. When applying the punishment of education, we should consider how to maximize the advantage and avoid the harm. Corporal punishment is not allowed because it is not educational, but because it does more harm than good. From the angle of "seeking advantages and avoiding disadvantages", this paper probes into the strategy of education punishment, which provides a good starting point for improving teachers' ability of class management, and is feasible and effective in practice. Firstly, combining with the relevant laws and regulations, on the basis of consulting a great deal of data, this paper clearly defines the concepts of "punishment", "corporal punishment" and "disguised corporal punishment". Then it is divided into four parts to analyze and discuss the problem of educational punishment in school. The first part analyzes the necessity of punishment in education from the angle of psychology and pedagogy, and gives theoretical support to the practice of punishment in school education. The second part through the analysis of the current situation of education punishment, from the laws and regulations, school rules, teacher implementation of three dimensions to sum up the current school in the implementation of educational punishment problems. The third part analyzes the problems existing in the punishment of school education in China. The fourth part aims at the above exposition, analyzes, has proposed the improvement thought, in the operational level, has constructed including the society, the school, the teacher three aspects should adopt the concrete implementation strategy. From the social level, we should improve the educational laws and regulations as soon as possible, and correctly grasp the guidance of public opinion; from the school level, we should formulate reasonable school rules and regulations and implement them scientifically, strengthen the training of teachers, and pay attention to the coordination of the relations between the parties; From the perspective of teachers, we should constantly enhance professional quality, improve management art, explore the principles that teachers should follow in the implementation of punishment, and put forward the legal principle, educational principle and necessity principle from the angle of "seeking advantages and avoiding disadvantages". The principle of rationality and the principle of respect are five principles.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40

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