本文選題：英國　切入點：中小學(xué)教師　出處：《河北師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：教育作為一種專門培養(yǎng)人的特殊活動,是由專職人員和專門機(jī)構(gòu)承擔(dān)的有目的、有計劃、有組織的,以影響入學(xué)者的身心發(fā)展為直接目標(biāo)的活動。在該活動中,教師擁有對學(xué)生的教育權(quán),其中當(dāng)然也包括對學(xué)生違規(guī)行為的懲戒權(quán)。處于中小學(xué)教育中的未成年學(xué)生無法排除外來的各種影響,因此在其走向自律之前,他律常常是必經(jīng)的途徑之一。在此過程中,教師懲戒權(quán)的合理合法實施便顯得尤為重要。 教師懲戒權(quán)的合理合法實施與不僅與中小學(xué)校的良好學(xué)習(xí)環(huán)境息息相關(guān),而且更關(guān)系到廣大中小學(xué)生的健康發(fā)展,正是基于此點,本文在對中小學(xué)教師懲戒權(quán)的理論依據(jù)及英國中小學(xué)教師懲戒權(quán)作了簡述之后,重點分析了英國中小學(xué)教師懲戒權(quán)的具體實施及其對我國的啟示。本文主體結(jié)構(gòu)分為四個部分:第一,對中小學(xué)教師懲戒權(quán)的理論依據(jù)作了簡要介紹,主要介紹了中小學(xué)教師懲戒權(quán)的心理學(xué)、教育學(xué)及法律依據(jù);第二,對英國中小學(xué)教師懲戒權(quán)進(jìn)行了闡述,首先敘述了英國中小學(xué)的紀(jì)律狀況在實施新增教師懲戒權(quán)前后的轉(zhuǎn)變;其次,闡述了英國中小學(xué)教師懲戒權(quán)的歷史發(fā)展;第三,重點闡述了英國中小學(xué)教師懲戒權(quán)的實施情況,首先闡釋了英國法律賦予教師的懲戒權(quán)細(xì)則;其次,分析了英國教師懲戒權(quán)的指導(dǎo)大綱;最后,通過兩個相關(guān)的真實案例來描述英國教師懲戒權(quán)的具體實施。第四,在對英國中小學(xué)教師懲戒權(quán)分析的基礎(chǔ)上總結(jié)出英國中小學(xué)教師懲戒權(quán)對我國的啟示,首先,分析了我國中小學(xué)教師懲戒權(quán)行使中存在的問題及其原因;其次,闡述制定教師懲戒權(quán)的必要性;然后,分析教師懲戒權(quán)實施的原則;最后,闡述了保護(hù)教師懲戒權(quán)順利實施的必要措施。
[Abstract]:Education, as a special activity devoted to the cultivation of human beings, is a purposeful, planned and organized activity undertaken by full-time personnel and specialized institutions with the direct aim of affecting the physical and mental development of the scholars. In this activity, Teachers have the right to education for students, including, of course, the right to punish students for violating the law. Minor students in primary and secondary education cannot exclude all kinds of foreign influences, so before they move towards self-discipline, Heteronomy is often one of the necessary ways. In this process, the rational and lawful implementation of teachers' disciplinary power is particularly important. The rational and lawful implementation of teachers' right to discipline is closely related not only to the good learning environment of primary and secondary schools, but also to the healthy development of the majority of primary and middle school students. This paper gives a brief account of the theoretical basis of the disciplinary power of primary and secondary school teachers and the disciplinary power of British primary and secondary school teachers. The main structure of this paper is divided into four parts: first, the theoretical basis of the disciplinary power of primary and secondary school teachers is briefly introduced. It mainly introduces the psychology, pedagogy and legal basis of the disciplinary power of primary and secondary school teachers. Secondly, it expounds the disciplinary power of British primary and secondary school teachers. First, it describes the change of the disciplinary status of the British primary and secondary schools before and after the implementation of the newly added disciplinary power; secondly, it expounds the historical development of the disciplinary power of the British primary and secondary school teachers; thirdly, it focuses on the implementation of the disciplinary power of the British primary and secondary school teachers. First of all, it explains the rules of disciplinary power granted to teachers by British law; secondly, it analyzes the guiding outline of the disciplinary power of teachers in Britain; finally, it describes the concrete implementation of the disciplinary power of teachers in the United Kingdom through two relevant real cases. 4th, On the basis of the analysis of the disciplinary power of British primary and secondary school teachers, this paper summarizes the enlightenment of the right to discipline of British primary and secondary school teachers. Firstly, it analyzes the problems existing in the exercise of the disciplinary power of primary and secondary school teachers in our country and the reasons for it. This paper expounds the necessity of establishing teachers' disciplinary power; then, analyzes the principles of teachers' disciplinary power implementation; finally, expounds the necessary measures to protect teachers' disciplinary power.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：D956.1;DD912.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 王鑫;關(guān)于教師懲戒權(quán)與人性的思考[J];克山師專學(xué)報;2001年02期

2 李秀娟;“教育懲戒”研究述評[J];當(dāng)代教育科學(xué);2005年13期

3 施麗紅;吳成國;;論教師懲戒權(quán)存在的必要性及實施[J];當(dāng)代教育科學(xué);2006年04期

4 李軍;曹瑩雯;;中小學(xué)生懲戒實施狀況的中外比較與借鑒[J];當(dāng)代教育科學(xué);2006年15期

相關(guān)碩士學(xué)位論文 前2條

1 侯智卿;淺析中小學(xué)教師懲戒權(quán)[D];遼寧師范大學(xué);2002年

2 陳志超;關(guān)于中小學(xué)懲戒教育問題的研究[D];遼寧師范大學(xué);2005年

，

本文編號：1566012