The Research On The Work-Study Education Under Disciplinary Power

The establishment of a work-study school is intended to provide correctional education to young people with serious deviations,and it is also a carrier of nine-year compulsory education.However,in recent years,the exegetical functions of the work-study schools have been continuously enlarged,and after investigation,it was found that the original problems of the work-study students were further strengthened after the “baptism” of the education mechanism of the work-study school discipline.Therefore,in order to interpret and solve this problem,it is reasonable and necessary to present the education mechanism existing in the work-ready school and the adjustment behavior of the work-study students under this mechanism.Work-study schools designed the mechanism of work-study education through four ways: space allocation,time control,ritual re-enchantment,and gender separation to complete the discipline correction of work-study students.Work-study students also have a strategy of resisting the power of the school,and in this situation,they have begun to work in a variety of work-school life.After presenting the education mechanism of the work-study school and the subjective behavior of the work-study student,the explanation of the aforementioned problem is vividly presented.Urban development as the core of the spatial interpretation paradigm,"basic teaching paradigm" dominated by the educational field and its internal structure and educational mechanism of the "screening" of the modern color is to explain the development of work-study students in the development of three obstacles to the path.Finally,it concludes that the nature of work-study education is a kind of "unconsciously" symbolization process in which subject culture is carried out within the school field.However,it is resisted by the subculture of work-study students,and the two cultures play a game.This kind of education process was marginalized in the flood of modernity due to its lack of rationality,which further exacerbated the disadvantaged status of actors in the field of work-study education.