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Education Study
ISSN Print:2707-0611
ISSN Online:2707-062X
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教育惩戒权与现代师生关系的重建
The Right to Educational Discipline and the Reconstruction of Modern Teacher-Student Relations
- Authors: 朱黎
-
Information:
广西师范大学，桂林
- Keywords: The right to educational discipline; Teacher-student relationship; Inter-subjectivity 教育惩戒权；师生关系；主体间性
- Abstract: In recent years, whether teachers are given the right to discipline in education has become a hot topic in China’s educational practice. There are two very different views on this issue, both of which arise from different perceptions of the teacher-student relationship. The Rules for Disciplinary Action in Primary and Secondary Education (for Trial Implementation) marks that teachers formally have the right to discipline in education, which is an important measure for the standardization of teaching and a major achievement in the modernization of China’s education. Educational discipline is an effective intervention for the purpose of education, correcting students’ wrong behaviors, and leading to their all-round development. Specifically, the objectification of students leads to the deviation of the right to educational discipline from its essence, the confrontation of the teacher-student relationship is the crux of the right to educational discipline, and the dominant and hegemonic position of teachers leads to the deviation of the right to educational discipline. The modern teacher-student relationship is a kind of “I-You” intersubjective dialogue relationship, which is a real sense of the relationship between people to achieve the vision of promoting the healthy growth of students, and inter-subjectivity is the basic condition for building a good teacher-student relationship. Based on the theory of modern teacher-student relationship of inter-subjectivity, this paper discusses the construction of modern teacher-student relationship. 近年来，教师是否被赋予教育惩戒权是我国教育实践中的热点话题。对于这个问题的看法存在两种截然不同的观点，这都是由于对师生关系的不同认识产生的。《中小学教育惩戒规则（试行）》标志着教师正式拥有教育惩戒权，这是执教规范化的重要措施，也是中国教育现代化发展的重大成就。教育惩戒是以教育为目的，纠偏学生的错误行为，引领学生全面发展的有效干预措施。然而，当前教育惩戒权的实施困难重重，根本问题在于对教育惩戒实践中的师生关系。具体来说就是学生客体化是导致教育惩戒权背离其本质，师生关系产生对抗是教育惩戒权的症结所在，教师的主导霸权地位导致教育惩戒权产生偏差性目标。现代师生关系是一种“我—你”主体间性对话关系，是一种真正意义上的人与人之间的关系，实现促进学生健康成长的远景，主体间性就是构建良好师生关系的基本条件。本文从主体间性的现代师生关系理论出发，探讨现代师生关系的建设问题。
- DOI: https://doi.org/10.35534/es.0604149
- Cite: 朱黎．教育惩戒权与现代师生关系的重建［J］．教育研讨，2024，6（4）：1129-1136．
