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教师教育惩戒正当边界的类型化研究

A Typological Study on the Justification Boundaries of Teachers’ Educational Disciplinary Power

冯雨茜

Education Study / 2026,8(6): 731-734 / 2026-07-02 12 7

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• Information:

  中国政法大学，北京

• Keywords:
  Educational disciplinary power; Justification boundary; Typology; Professional discretion
  教育惩戒; 正当边界; 类型化; 专业裁量
• Abstract: Educational discipline in schools is caught between reluctance and excess. Existing theories differ on whether teachers’ disciplinary power should be understood as a right, a power, a hybrid structure or a form of social educational authority. This article argues that its justification cannot be directly derived from state parents patriae, classroom order or the right to education alone. A typological approach is necessary: general discipline mainly reflects teachers’ professional discretion, heavier discipline combines school autonomy with procedural constraints, while severe discipline and disciplinary sanctions require stricter public-law regulation because they affect students’ right to education. The aim is not to weaken discipline, but to make legitimate discipline more stable and overreach more controllable. 教育惩戒实践长期处于“不敢惩”与“过度惩”的张力中。既有研究围绕教育惩戒权的法律属性形成权利说、权力说、复合说和社会教育权说等不同立场，但若将其整体归入国家行政权，容易影响教师必要的教育判断；若完全诉诸教师专业自主，又可能弱化学生权利保护。教师教育惩戒权的正当边界，不能从国家亲权、课堂秩序或受教育权保障中直接推出，而应在规范依据、教育目的、必要性、比例控制和程序保障之间形成综合判断。本文主张以类型化方法重构其正当边界：一般惩戒主要体现教师依法履职中的专业裁量，较重惩戒体现学校自治与程序约束的结合，严重惩戒及纪律处分则因影响学生受教育权而具有更强公法属性。类型化边界的意义，不在于削弱教师管教，而在于使正当惩戒有据可依，使越界惩戒受到控制。
• DOI: 10.35534/es.0806128 (registering DOI)
• Cite: 冯雨茜．教师教育惩戒正当边界的类型化研究［J］．教育研讨，2026，8（6）：731-734．