Research On Classroom Punishment Of Primary School Teachers From The Perspective Of Ethical Decision-making

In December 2020,the Ministry of Education promulgated the "Primary and Secondary School Education Punishment Rules（for Trial Implementation）",which made targeted provisions on teacher education punishment,which shows that my country’s education is paying more and more attention to the issue of primary and secondary school teacher punishment.Students in the primary school stage are not yet complete in their minds,and their physical development is immature.They cannot fully recognize the injustice of some of their behaviors,and are prone to misbehavior in the classroom.However,in front-line schools,there are still cases where primary school teachers dare not punish or punish them excessively.Fundamentally,there are many ethical conflicts in classroom punishment that cause problems to occur frequently.Thinking from ethical decision-making is an effective way to solve ethical conflicts,and can help teachers solve problems arising from punishment to a large extent.Think about the problem from one angle.Therefore,classroom discipline of primary school teachers deserves to be revisited.In view of this,this research takes ethical decision-making as the starting point of view,and systematically interprets the connotation,development,origin and model of teacher disciplinary decision-making through literature analysis,and constructs the basic framework of this research.Classroom discipline related materials of front-line primary school teachers,and discuss and analyze the behavior process of teacher classroom discipline.Specifically,based on the three elements of ethical cognition,ethical reasoning,and ethical decision-making in ethical decision-making,this research constructs the analysis framework of this research and analyzes it according to the collected data: First,teachers’ classroom punishment is based on the perception of students Anomie fact-based.In this stage,the primary school teachers’ perception of the fact of anomie and the nature of the event is inconsistent.Second,the process of reasoning and punishing the ethical orientation.In this stage,teachers used their own thinking to conduct disciplinary ethical reasoning.There are mainly four thinking tendencies,namely,fair consequentialism-led reasoning orientation,caring consequentialist-led reasoning orientation,and fair non-consequentialist-led reasoning.orientation and a caring non-consequentialist reasoning orientation.Third,the final disciplinary decision is implemented.This stage generally shows the teacher’s intention and attitude to discipline in the classroom.Different teachers have different intentions and types of punishment.Through the analysis of the three stages,it is found that the primary school teachers’ classroom punishment has its own characteristics.The order and lack,stability and imbalance,correlation and separation coexist in each stage.The understanding of teachers is also vague,and the whole process is relatively complex and affected by many factors.Therefore,in order to promote teachers to achieve better punishment,the analysis based on the perspective of ethical decision-making puts forward suggestions: First,teachers should perceive the whole picture of students’ anomie incidents at the beginning to ensure the fairness at the beginning;second,teachers should learn to conduct more ethical reasoning,pay attention to more ethical details and learn the knowledge of multiple ethical decision-making when reasoning;third,avoid unnecessary interference as much as possible,so we should pay attention to parental education,emphasize multi-level rules,and ensure the simplicity of disciplinary decisions.