摘要
从古至今,教师惩戒观念大致经历了古代纲常理念下的“师严道尊”意识、近代民主理念下的“批评劝解”意识、现代权责理念下的“偏赏废惩”意识三个历史时期的阶段演进。“赏识教育”的提倡,致使教师采取“隐性惩戒”,进而导致学生发展滞缓、师生关系异化及教师形象受损等一系列新的问题。为了应对“隐性惩戒”引发的问题,我们应从教师惩戒明确目的、价值自觉、确立理性三个方面展开反思,以期形成正确惩戒观念,促使教师惩戒得到更好的理性发展。
From ancient times to the present,teachers disciplinary concept has roughly experienced three historical stages:the consciousness of“dignity of the teaching profession”under the concept of ancient principles,the consciousness of“criticism and persuasion”under the concept of modern democracy,and the consciousness of“partial reward and punishment”under the concept of modern power and responsibility.The promotion of“appreciation education”has caused teachers to adopt“implicit disciplinary action”,which has led to a series of new problems such as slow development of students,alienation of teacher-student relationships and damage to teachers images.In order to deal with the problems caused by“implicit disciplinary”,we should reflect on the three aspects of teachers disciplinary purpose,value consciousness,and establishment of rationality,so as to form a correct disciplinary concept,and promote a rational development of teachers discipline.
作者
尚凯
SHANG Kai(Shandong Normal University Faculty of Education,Jinan,Shandong,250014)
出处
《教育探究》
2020年第5期22-28,共7页
Educational Study
关键词
惩戒观念
体罚
隐性惩戒
教学管理
concept of discipline
corporal punishment
implicit discipline
teaching management
