From "Nothing In Name" To "Realizing The Name": Investigation And Implementation Path Of Primary School Teachers' Implementing Educational Punishment Right

Educational discipline has been a hot issue of social concern for quite some time.With the implementation of the concepts of "student-centered" and "appreciation education",the concept of "student-centered" and "appreciation education" has been widely applied.People agree with the educational methods of encouragement and praise,but unilaterally negate educational punishment.In the process of educational practice,the right of education punishment gradually loses its name.In primary school,teachers "turn pale when talking about punishment".Under the multiple pressures of society and parents,teachers are afraid of being pushed to the forefront of "excessive punishment" in the face of students' wrong behavior,and often directly give up the right of education punishment;on the other hand,some teachers mistakenly take corporal punishment and disguised corporal punishment as reasonable punishment,which has a negative impact on students' physical and mental development.Primary school students are in a period of rapid physical and mental development,and their minds are not yet mature.It is inevitable that they will make mistakes in the process of growth.Teachers should take reasonable education punishment when necessary to help correct students' wrong behavior and guide students to develop healthily and comprehensively.This thesis takes the current situation of the implementation of educational punishment right of primary school teachers in urban and rural areas of W City as the research object,and on the basis of fully combing the relevant literature and policy texts of educational punishment,designs the questionnaire and interview outline from the six dimensions of the necessity of punishment,the reason of punishment,the teacher's dominant position of punishment,the specific implementation mode of punishment,the suitability of punishment and the effect of punishment.Four urban primary schools and three rural primary schools were chosen in W City,with a total of 500 teachers and 280 students of Grade 5-6,were selected as the survey objects.3 primary school leaders,11 primary school teachers and 14 primary school students of grade 4-6 were interviewed and investigated.Based on the collation and analysis of the survey results,the current situation and existing problems of primary school teachers' implementation of the right of education punishment in W City were discussed.Based on the theory of multi-governance,this paper puts forward specific countermeasures and suggestions to promote the implementation of educational punishment.It is found that the primary school teachers in W City generally think that the education punishment of teachers is necessary.In the primary school stage,teachers do not blindly encourage and educate students.When students' behavior is anomie and need correction,it's necessary for teachers to take education punishment.There are significant differences in the status of education punishment among primary school teachers in terms of gender,teaching years and whether to be a head teacher,but no significant differences in teaching grade,school area and teaching discipline.There is a strong correlation between the teacher's dominant position and the reason and effect of disciplinary implementation,there is a significant difference between the actual effect of disciplinary methods and the use frequency of disciplinary methods of primary school teachers in the dimension of educational disciplinary methods.Combined with the results of the interview,it is found that the main problems in the implementation of the right of educational punishment of primary school teachers in W City are teachers' cognitive level and practical level,such as teachers' ignorance of the relevant laws of the right of education punishment,inability to distinguish between punishment and corporal punishment,the boundary of corporal punishment in disguised form,unclear subject status of the right of educational punishment,difficult to grasp the "degree" of punishment,lack of punishment skills,lack of corresponding auxiliary means,a bad effect of punishment.The main reasons for the above problems are the imperfect laws and regulations,the imperfect school punishment mechanism,the substandard professional quality of teachers and the cognitive bias of the society to the educational punishment view.According to the research,to promote the implementation and improvement of education disciplinary power,we need to build a multi-governance network structure of the implementation of primary school teachers' education disciplinary power,and explore the implementation path of educational disciplinary power from the government,society,schools,teachers and parents.Through the clarification of the responsibilities and status of each subject,we put forward the corresponding countermeasures:the state should improve the relevant laws and improve the system of education punishment,the school should improve the scientific mechanism of educational punishment,the teachers should improve the comprehensive quality of educational punishment,the society should create a good atmosphere of educational punishment,and the parents should assist in the rational implementation of educational punishment.