The Evolution Process,realistic Problems And Improving Strategies Of Chinese Primary And Secondary Education Disciplinary System

As people pay more and more attention to the primary and secondary education discipline,it has caused more and more disputes.our country successively issued a series of policy documents,which made corresponding provisions in three basic elements of purpose of discipline,subject of discipline and the way of discipline,forming a relatively complete disciplinary system.However,due to the imperfection of the disciplinary system itself,it cannot effectively guide the practice after the implementation of system.Therefore,it is of great significance to analyze the practical difficulties faced by the education disciplinary system in primary and secondary schools in China and to analyze the underlying causes of its effectiveness crisis for improving the disciplinary system and responding to practical needs.The disciplinary system of primary and secondary education has experienced the initial stage from 1952 to 1977,the development stage from 1978 to 2011,and the normative stage from 2012 to present.After more than seventy years of development,the educational disciplinary system shows a consistent instrumental value orientation in the purpose of discipline,subject of discipline has changed from restriction in discipline to power empowerment in discipline,and the method of discipline has changed from positive to negative.The development of the disciplinary system to this day reflects that there are still various problems in its practice.First,the system takes "behavior correction" as the purpose of discipline,relies on the heteronomy mechanism,focuses on short-term discipline effect,and ignores the in-depth investigation of the ontological value of education discipline.Second,the disciplinary system does not fully empower teachers,the source of disciplinary power is not authoritative,the social recognition of teachers’ disciplinary implementation is not high,and teachers’ personal disciplinary ability is lacking.Third,the disciplinary approach set by the system is highly sanctioned,both exclusive and labelled.The current problems of the disciplinary system are inseparable from its self-consolidation in the development process.The disciplinary system of primary and secondary education in China has long lacked attention to students ’ autonomy and uniqueness,which obscures the purpose of discipline at the level of personal morality.The disciplinary system unilaterally promotes students’ rights,arrogates teachers’ disciplinary power,and indirectly leads to teachers’ disability in discipline;because the disciplinary system can not get rid of the internal logic of students ’ compulsory obedience,it shapes the control strategy of the current discipline mode.To sum up,the disciplinary system of primary and secondary education in China should return to the true nature of education,focus on the cultivation of students’ moral personality,take care of students’ other attributes and establish an evaluation mechanism for disciplinary effects,so as to clarify the "cultivation" value of disciplinary purposes;improve the external guarantee of the system,ensure the legal empowerment of teachers,enhance the social recognition of teachers and focus on ability training,so as to realize the empowerment of the disciplinary subject;explore institutional flexibility measures,add prevention strategies for anomie behaviors,and focus on adopting positive discipline methods for anomie students.