| “Rules of Educational Discipline for Primary and Secondary Schools(Trial Implementation)” brings teachers’ disciplinary power into the track of legalization in the form of departmental rules for the first time,which provides legal guidance for teachers to properly exercise their disciplinary power.The abuse of teachers’ disciplinary power is still questioned by parents in reality.In order to create a good education ecology of teacher punishment,it is necessary for schools,families and society to make joint efforts to play their respective main functions in teacher punishment.Especially with the promulgation of laws and regulations such as “China’s Educational Modernization 2035” and “Family Education Promotion Law”,homeschool co-education has become the general trend of China’s educational modernization.Therefore,the research perspective of bringing home-school co-education into Teachers’ disciplinary power is also in line with the general trend of China’s educational development,which is of key significance to give full play to the educational effect of teachers’ discipline.Based on the theory of Overlapping Influence Threshold,this study grasps the main line of teachers’ disciplinary power and home school co-education.Starting from the discussion on the legitimacy and rationality of teachers’ disciplinary power and the unique value of home school co-education to teachers’ disciplinary power,this study investigates the implementation status and dilemma of primary and secondary school teachers’ disciplinary power through questionnaire survey and interview research,and reveals the causes behind the dilemma.Based on the research results of teachers’ disciplinary power at home and abroad,this paper puts forward optimization suggestions.This study is mainly divided into the following four parts:The first part defines the relevant concepts of punishment,teachers’ disciplinary power,home school co-education and so on.On the basis of discussing the historical evolution,value implication,legal theory and the origin of written law of teachers’ disciplinary power,this paper reveals the legitimacy of the existence of teachers’ disciplinary power,and expounds the due meaning of home school co-education to teachers’ disciplinary power.The second part,based on the practice of primary and secondary school teachers’ exercise of disciplinary power in Hubei Province,investigates the core problems of primary and secondary school teachers and parents’ cognition of the concept of teachers’ disciplinary power,teachers’ exercise cognition and home school co-education.In the third part,it is found that some teachers and parents fall into the cognitive misunderstanding of education and punishment;Teachers’ disciplinary behavior is arbitrary and abusive of corporal punishment;The school acts passively when dealing with teachers’ disciplinary disputes;The level of home school co-education in teacher discipline is low.On this basis,this paper analyzes the implementation difficulties and summarizes four reasons: first,the superior law and local laws and regulations of teachers’ disciplinary power are not perfect;Second,the utilitarian educational concept has affected the disciplinary view of teachers and parents;Third,teachers and parents lack the ability and quality of discipline;Fourth,the school’s protection of teachers’ punishment is in vain.In the fourth part,based on the difficulties and causes,it is suggested to optimize from the following four aspects: first,clarify the educational concept of teachers’ punishment,adhere to the developmental spirit and help students’ moral growth;Secondly,improve the legal construction of teachers’ punishment and parents’ participation in punishment,and clarify the boundary of authority;Thirdly,we should speed up the construction of school system to provide guarantee for the cohesion of home school joint force of teachers’ punishment;Finally,condense the educational joint force of teachers and parents to participate in punishment,improve teachers’ punishment ability,and help parents play an active role. |
