Practical Research On Educational Discipline Performed By Junior High School Teachers

At the end of 2020,the Ministry of Education of the People's Republic of China promulgated the Primary and Secondary School Educational Disciplinary Rules(Trial Version),which means the educational discipline has translated from soliciting opinions to implementing practices,and also provides a policy basis for teachers to implement appropriate educational disciplines in primary and secondary schools.The main issues of this thesis is:1)How do teachers implement educational discipline in educational practices? 2)Based on the circumstances,how should the methods be adopted? 3)What might be the effects? These issues are like Black Boxes,that need to be investigated.This thesis intends to use empirical methods to explore the practice in Shanghai junior middle school teachers' educational discipline.The main purpose is to find out existing problems,analyze the causes,and then propose corresponding measures for improvement.This research adopts the research paradigm of grounded theory and field investigation in qualitative research.First,the core concept of this thesis is formed by combing through the literature relevant to teacher educational discipline.Then,the researcher conducted two rounds of data collection: firstly,19 teachers from J Middle School,N Middle School and M Middle School in Shanghai were selected as the research objects according to the grounded theory,and the first round of data collection was conducted through interviews,focusing on the basic dimensions of educational discipline of junior high school teachers;secondly,the second round of data collection as a one-month field investigation,through interviews,participatory observation,physical collection,etc.,was conducted with Class S,Grade 8 of M Middle School in Shanghai as the research object,focusing on understanding the interaction among the basic dimensions of educational discipline of junior high school teachers in educational practice.Then,through the coding analysis of the two rounds of data,this study extracted the basic dimensions of junior high school teachers' educational discipline.Specifically,it includes three dimensions: antecedent system,process system and outcome system;four categories: environmental factors,individual factors,subject behavior and behavior outcomes;twelve specific elements: educational discipline policy,school rules and regulations,public opinion,parents' attitude and students' characteristics,teacher's development stage,teacher's discipline perception,teacher's emotion,teacher's cognition,teacher's strategy,teacher's self-identity and student's behavior.The main conclusions are as follows:First,through field research,it is found that:1)In the antecedent system,the educational synergy between environmental factors and individual factors of teacher educational discipline has yet to be stimulated;2)In the process system,the gray areas of corporal punishment or disguised corporal punishment and indulgence still exist;and 3)In the outcome system,the effect of educational discipline is difficult to achieve,and the ineffectiveness of educational discipline at the class,grade or even school level has emerged.In a word,there are still some problems in the antecedent system,process system and result system of junior high school teachers' educational punishment,and its effect needs to be further improved.Second,through the analysis of the practice of educational discipline of junior high school teachers,it is found that there is a certain gap between the expected and the actual educational discipline.The main reasons are as follows:1)In the antecedent system of educational discipline,due to the lack of Educational Scale as the reference,problems were found in the environmental factors of educational discipline,including diversified attitudes of parents toward educational discipline,unfair social opinions,and psychological vulnerability of students,while the problems in the individual factors include the lack of effective educational discipline methods and good emotional foundation for novice teacher.Problems were found in the environmental factors of educational discipline,including diversified attitudes of parents toward educational discipline,unfair social opinions,and psychological vulnerability of students,while the problems in the individual factors include the lack of effective educational discipline methods and good emotional foundation for novice teacher.2)In the process system of educational discipline,junior high school teachers lack a kind of value guidance of Cultivating the Self-Consciousness of Life,Standing on Student's Position and Realizing the Development of Issue & Realizing the Development of People,which makes it difficult for teachers to grasp the scale of educational discipline when they implement punishment,and they oscillate between corporal punishment,disguised corporal punishment and indulgence.3)In the outcome system of educational discipline,junior high school teachers are often constrained by Dualism Thinking and Point Thinking,which leads to the failure of educational discipline.Third,based on the analysis of the current situation and causes of the educational discipline of junior high school teachers,the researcher believes that:1)The premise of improving the educational discipline of junior high school teachers should be the formation of an antecedent system under the consideration of Educational Scale,and the establishment of a good interaction between individual factors and environmental factors.2)The foundation of improving the educational discipline of junior middle school teachers should be the establishment of a process system guided by the values of Cultivating the Self-Consciousness of Life,Standing on Student's Position and Realizing the Development of Issue & Realizing the Development of People.3)The key to the improvement of junior high school teachers' educational discipline should be the formation of an outcome system under the care of Holistic and Integrated Thinking and Relational Thinking.