Research On The Current Situation And Improvement Strategies Of Educational Disciplinary Implemented By Class Teachers In Junior Middle School

Disciplinary education is a fundamental part of education in China.Since the promulgation of the Rules of Educational Discipline in Primary and Secondary Schools(Trial)in 2020,disciplinary education has quickly become a hot issue in academic circles.Therefore,from the perspective of the subject of disciplinary education,teachers undoubtedly play an important role in it.Teachers’ perceptions of disciplinary education and its implementation are directly related to the teacher-student relationship and educational ontology.With the professional knowledge in education,the author uses empirical analysis and questionnaires to investigate junior high school class teachers’ perceptions of disciplinary education and to analyze the intervention factors as well as the evaluation of the effectiveness of disciplinary education,and then to propose optimization measures.The article takes the disciplinary activities of junior high school class teachers as the research object,and is mainly divided into four main parts.The first part mainly summarizes the connotation and extension of punishment,educational disciplinary and the right of educational disciplinary.It also analyzes the theoretical basis of punishment that mainly includes Merton’s Deviance Theory,Makarenko’s Discipline Education Theory and Thorndike’s S-R Theory.The second part focuses on the current situation of disciplinary education implemented by junior high school head teachers.The questionnaire survey was used to analyze the perceptions of junior high school head teachers towards disciplinary education,mainly concerning the understanding of disciplinary education,the perception of the subject of discipline,and teachers’ disciplinary right.Interviews were also used to explore the rationale,motivation,methods,and frequency of educational disciplinary activities implemented by junior high school head teachers.Finally,we evaluated the effectiveness of junior high school class teachers’ implementation of disciplinary education.The third part mainly discusses the problems in the implementation of disciplinary education by junior middle school head teachers.From the perspective of institutional sociology,this paper studies how to improve disciplinary system and policy.From the perspective of educational cognition,this paper focuses on the problems of junior high school class teachers’ understanding and cognitive bias of disciplinary education.From the perspective of social interaction theory,this paper analyzes the lack of interaction between junior high school class teachers,parents and students in disciplinary education.The fourth part mainly puts forward the suggestions for junior middle school class teachers to reasonably implement educational disciplinary.From the national dimension,it is suggested that the legal provisions of disciplinary education should be refined.From the school perspective,it is recommended that we should constantly improve the provisions of educational disciplinary and the communication channels within the school,and incorporate educational disciplinary into the evaluation mechanism for class teachers.From the perspective of class teachers,it is recommended to use disciplinary education reasonably and in accordance with the laws,pay attention to students’ development,provide psychological counseling before and after punishment,improve the professional quality of class teachers,and pay attention to the artistry of punishment.From the perspective of home school coeducation,families and schools should work together and parents should pay more attention to family education.