惩戒在高中教育中的应用

摘要

惩戒作为一种矫正手段从教育发展之始就产生。但伴随着社会公众对人权的关注和实施者对惩戒的种种不当甚至不合理利用引起的广泛争议，使得惩戒一时之间成为老师的禁区。然而对于高中生这个身心刚刚趋于成熟的群体，处在16---18岁这个特殊的年龄段，即刚到了承担刑事责任的年龄又面临着步入大学从而远离家庭教育这个比较特殊的约束力。对于他们的违纪行为，如果老师此时尚且不敢矫正学生的错误，那未来只能危害社会，甚至把学生推入犯罪的深渊，这反而是学校教育的失职。因此，我们不应投鼠忌器，担心惩戒引来家长的非议。 而应该为了学生的终身发展，对学生的错误选择恰当的方式予以惩戒。因此，非常有必要对教育中的惩戒进行深入研究，揭示惩戒在教育中的地位作用，探讨惩戒实施的方法原则，从而彰显惩戒在教育过程中不可或缺的重要性，具有深远的理论和实践意义。

本文在肯定惩戒在教育中具有合理性地位的前提下，结合国内外惩戒的研究， 从历史的角度对惩戒的出现与存在进行了梳理，从心理、法律法规方面对惩戒实施的依据进行了阐述；回到惩戒本身，重点论述了惩戒的功能，实施惩戒的要件， 即环境、主体和客体因素，以及实施过程中所应注意的事项和遵循的原则；然后从实践效果上进行分析，最后通过对惩戒的反思，期望以此达到对道德感的唤醒， 只有如此，惩戒才是有意义和价值的。

本文的创新之处就是结合涂尔干的《道德教育》，把惩戒上升到道德方面，如此一来，惩戒发挥作用的方式就不再仅仅局限于一种形式，而是对学生心灵的唤醒。作为一种理论研究的尝试，也作为一种期望，本文试图为惩戒的实施寻求一种道德上的必要性，具体体现为惩戒实施者的权威需要道德做支撑，实施者需要将惩戒转化为（或至少借助）感情的表达，并且借助奖赏使得在理论和实践上都能获得一种完满性，而这一切都是为了唤醒学生内心深处的道德感。

关键词：高中生，教育，惩戒，应用

Abstract

Discipline as a means of correction produce from the beginning of the development of Education. But with the public's concern for human rights and the implementation of the punishment of improper or unreasonable use cause a wide range of disputes, Make discipline between the teachers become a restricted area. However, for the high school students, the body and mind has just matured. At the age of 16---18,That is, to the age of criminal responsibility and step into the university to further away from the family education of this special binding. For their violation of discipline, If the teacher does not dare to correct the students' mistakes. The future can only harm the society. Even push students into the abyss of crime, This is a violation of school education. Therefore, we should not spare the rat to save the dishes, fear of discipline attracted criticism from parents. But for the students' lifelong development, to correct the mistakes of students in the right way. Therefore, it is very necessary to study the discipline in Education, reveal the role of punishment in Education, discuss principles and methods of disciplinary implementation, to highlight the importance of discipline in the process of Education. It has far-reaching theoretical and practical significance.

On the premise of affirming the rationality of punishment in Education. From the historical point of view, the emergence and existence of punishment are reviewed. This paper expounds the basis of the implementation of punishment from the aspects of psychology and laws and regulations. Back to discipline itself. Focuses on the function of punishment, Implementation of the disciplinary elements, environment, subject and object, and the matters needing attention in the course of implementation and the principles to be followed; Then it analyzes the effect of practice. Finally, the reflection of punishment. Expect to achieve a moral awakening. Only so, discipline is meaningful and valuable.

The innovation of this paper is the combination of Durkheim's« moral education», to bring discipline to the moral, therefore, the way in which punishment functions is no longer confined to a form, but the awakening of the soul of students. As a theoretical study, also as a kind of expectation, This paper attempts to find a moral necessity for the implementation of punishment, embodied in the authority of the perpetrators of the needfor moral support, the implementer needs to translate the discipline into (or at least help)

the expression of emotion, and with the help of reward in theory and practice can get a

kind of perfect, and all this is to wake up the moral sense.

Key words: senior high school student, education, publishment, application