A Case Study On The Standardization Of Teacher Education And Discipline In Rural Small-Scale Schools

In recent years,the continuous controversy brought about by education punishment has made it a hot issue of social concern.Therefore,from 2016 to 2020,the Ministry of Education and other departments issued the “Guiding Opinions on Preventing and Preventing Bullying and Violence of Primary and Secondary School Students”,and“Educational Disciplinary Rules for Primary and Secondary Schools(Trial)” and other documents show that the right of educational discipline has been clearly granted to primary and secondary school teachers from the policy level.However,in X School,the researcher benchmarked the educational disciplines implemented with the “Rules of Educational Discipline in Primary and Secondary Schools(Trial)” and found that the educational disciplines implemented by teachers in X School were not standardized.After literature review,researchers found that many scholars focus on the theoretical level and implementation status of education punishment,but few scholars pay attention to the education punishment of rural small-scale school teachers.Hence the researcher selected a small-scale school with 98 students and 4 teachers as the research object after comprehending,interpreting and sorting out the meaning of relevant policy documents on education punishment.The research adopt methods such as interviews,observations,and object collection methods,which aimed at understanding the implementation status of rural small-scale school teachers' educational discipline,describing the normative issues in the rural small-scale school teacher's educational discipline,and exploring the reasons for the normative problems of teacher education and punishment in small-scale schools,and putting forward countermeasures and suggestions that will help the education and punishment of teachers in rural small-scale schools move towards standardization.Firstly,according to the level of effectiveness of the laws of our country,this study arranges and analyzes the policy documents related to educational punishment,and finds that compared with other documents,the "rules of educational punishment for primary and secondary schools(Trial)" has many advantages,such as the clarity of concept,the pertinence of content,the operability of specific methods,and the comprehensiveness of relevant subjects,the “Rules of Educational Discipline in Primary and Secondary Schools(Trial)” has more guiding significance for educational punishment in practice.Secondly,the researcher used the general punishment,heavier punishment,severe punishment,and misconduct in the “Rules of Primary and Secondary School Education Discipline(Trial)” as the benchmarking dimensions,and the implementation of educational punishment and the different rules in each dimension were benchmarked one by one.It is found that the education and discipline of teachers in School X is not normative.Finally,after clarifying the irregularities of the educational punishment implemented by X School,the researcher used the Smith policy implementation process model as a framework for analyzing the reasons and proposing countermeasures.The four factors in the policy implementation process model are idealized policies,implementation subjects,target groups,and social environment.In view of the fact that the benchmarking basis for studying X School teacher education discipline norms is the policy text,only the executive body(teacher),target group(students and parents)and environmental factors(community environment and public opinion environment).The main reasons for the nonstandard educational punishment of teachers are as follows in X school: teachers lack correct understanding of educational punishment,schools lack rules and disciplines to play a role,and lack of training in educational punishment;In the aspect of related target groups,it is mainly the disconnection of family school education collaborative and the transmission of old punishment concept between family and school;In the policy implementation environment,it is mainly the parents' excessive dependence on rural teachers and the neglect of mass media.In order to promote the standardization of educational punishment in rural small-scale schools,first of all,teachers should be allowed to actively learn the policy text,school rules and disciplines should be formulated and the handling methods should be clarified,and training for teachers' educational punishment should be increased;Secondly,in the aspect of target groups,we should not only ensure the students' right to participate in the formulation of school rules and disciplines,but also ensure the parents' right to know the school rules and disciplines;Finally,in the policy implementation environment,the mass media and the community should play the role of guidance and supervision.