Study On Social Support Of Punishment For Primary And Middle School Teachers In Ethnic Areas

In the real education environment where appreciation education and happy education gradually dominate,disciplinary education is often rejected by parents and people from all walks of life because it is directly equated to "corporal punishment" and "disguised corporal punishment".Due to the lack of disciplinary education,many primary and secondary school teachers often fall into the dilemma of punishing or not punishing due to social pressure from many aspects when facing students' violation of discipline.In particular,primary and secondary schools in ethnic minority areas need more support and approval from all walks of life for the improvement of their educational quality and efficiency due to their strong ethnic cultural characteristics and relatively low school-running efficiency.To investigate the social support for the implementation of educational punishment by primary and secondary school teachers in minority areas,Taking Liangshan Yi Autonomous Prefecture as an example,this study starts with the recognition and support of students,parents,teachers,local education authorities and media for educational punishment in primary and secondary schools,and carries out the research on social support for educational punishment in primary and secondary schools in ethnic minority areas.After sorting out and analyzing relevant theories and researches in relevant fields at home and abroad,this paper takes the concepts of educational punishment and social support as theoretical basis.This study discusses the necessity of educational punishment to school education,students' growth and social development from the perspectives of pedagogy,educational psychology and social management,The paper also makes a theoretical analysis on the impact of educational punishment on students' parents,schools and society as well as the legal rationality of educational punishment.On the basis of the theory,this study through the investigation method to understand part of the county of liangshan yi autonomous prefecture of primary and secondary school students,parents,teachers,local education authorities and media of support for different educational punishment situation,to analyze the collected data,found that the principal part of the primary and secondary schools each society in national regions of different educational punishment overall support from high to low in turn is: words blame forfeit corporal punishment deprived of privileges and stay in isolation measures.In addition,there are differences in the degree of support for educational punishment among teachers of different genders,nationalities,regions,ages,academic qualifications and professional titles.There are differences in the degree of support for educational punishment among students with different gender and geographical positions and academic performance.Different ethnic groups and regions have different levels of support for educational punishment.This study further explores the reasons for such differences in the support of educational punishment in primary and secondary schools in minority areas.The research finds that the social support for educational punishment in primary and secondary schools in ethnic minority areas is low and the differences in the support for educational punishment among different subjects are very complicated.It can be roughly attributed to the absence of laws and regulations on primary and secondary educationalpunishment in China,the differences in the quality of educational punishment among primary and secondary school teachers in ethnic minority areas,the differences in the understanding of educational punishment among primary and secondary school parents in ethnic minority areas,the one-sided public opinion understanding and reports,and the unique economic and cultural conditions in ethnic minority areas.In this regard,in order to improve the social support of educational punishment and improve the quality and efficiency of primary and secondary schools in ethnic minority areas,this study puts forward the following Suggestions and countermeasures:First,improve the integrity of laws and regulations on educational punishment in primary and secondary schools,give teachers punishment legitimacy from the perspective of national policies,laws and regulations,improve the definition of the concept of educational punishment and corporal punishment in disguised form,and formulate detailed rules for the implementation of disciplinary punishment for primary and secondary school teachers.Second,to improve the comprehensive quality of primary and secondary school teachers in ethnic minority areas,from the two aspects of improving the professional cultivation of primary and secondary school teachers in ethnic minority areas and teachers' flexibility in using educational punishment;Third,to enhance parents' awareness of discipline and common sense of laws and regulations,from the perspective of enhancing parents' understanding of the necessity of educational discipline and strengthening home-school cooperation and connection.Fourth,establish a correct public opinion guidance mechanism,enhance the media sector's understanding of educational punishment through the guidance and intervention of relevant government departments,and promote the media sector to take a fair and objective attitude towards the news reports related to educational punishment;Fifth,to develop the culture and economy of ethnic minority areas,by integrating ethnic culture into the rules of educational punishment to enhance the degree of support for educational punishment of primary and secondary schools in ethnic minority areas,and by developing the economy of ethnic minority areas to improve the level of education and teaching management of primary and secondary schools in ethnic minority areas.