本文選題：教師虐童 + 虐待行為��； 參考：《安徽大學(xué)》2014年碩士論文

【摘要】：從20世紀(jì)初開始,隨著經(jīng)濟(jì)的發(fā)展、民權(quán)運(yùn)動(dòng)的興起,兒童問題得到了前所未有的關(guān)注,關(guān)于兒童問題的相關(guān)研究活動(dòng)也一直很活躍。我國(guó)自頒布了《未成年人保護(hù)法》以來(lái),兒童保護(hù)的法律體系已經(jīng)基本形成,兒童的生存權(quán)、教育權(quán)、健康權(quán)及發(fā)展權(quán)得到了有效的保障,兒童保護(hù)的狀況也得到了很大的改善,然而在現(xiàn)實(shí)生活中,仍然存在著很多以暴力或者非暴力的手段傷害兒童的行為,這讓我們清醒地的意識(shí)到兒童保護(hù)的形勢(shì)仍然不容樂觀。近一年以來(lái),媒體曝光了大量的教師虐童事件,尤其是浙江溫嶺幼師虐童案件的曝光,使得目前正在運(yùn)行的兒童保護(hù)機(jī)制陷入了尷尬的境地。浙江溫嶺虐童事件發(fā)生后,溫嶺警方只能牽強(qiáng)的以“尋釁滋事罪”來(lái)定性,并最終以不構(gòu)成犯罪對(duì)涉案教師無(wú)罪釋放,而當(dāng)?shù)亟逃謱?duì)涉案教師也只能以開除草草了事,這不得不讓人們質(zhì)疑目前針對(duì)教師虐童犯罪的兒童保護(hù)體系是否太過脆弱不堪。因此,如何針對(duì)教師虐童問題設(shè)計(jì)出合理的預(yù)防和干預(yù)機(jī)制顯得尤為重要。 面對(duì)頻發(fā)的虐童案件,學(xué)界都普遍把注意力放在了家庭出現(xiàn)的虐童行為,把焦點(diǎn)都放在了中國(guó)式家庭教育的缺陷,即使是有涉及到教師虐童的文章,要么就是從刑法學(xué)上探討設(shè)立虐童罪有無(wú)必要,要么就是在探討教師體罰與懲戒權(quán)的界限問題,很少會(huì)從其他的角度去思考為什么會(huì)出現(xiàn)教師虐童的行為,所以本文希望從犯罪學(xué)的角度去思考教師虐童犯罪產(chǎn)生的原因。在思考犯罪原因時(shí),首先就會(huì)從我們所處的社會(huì)環(huán)境中找原因,因?yàn)槿说倪`法犯罪總是在他不斷融入社會(huì)的過程中滋長(zhǎng)的,有什么樣的社會(huì)環(huán)境,就會(huì)有什么樣的違法犯罪形式。所以在思考教師虐童犯罪時(shí),首先就會(huì)關(guān)注到社會(huì)環(huán)境的影響,尤其是文化的浸染作用。尊師重教是我國(guó)的傳統(tǒng)美德,我國(guó)一直把教師放在一個(gè)崇高的地位上,老師對(duì)學(xué)生有著絕對(duì)的權(quán)威,管理方式的單一,給教師虐童行為提供了便利,同時(shí)現(xiàn)代社會(huì)文化的污濁和媒體的誤導(dǎo)也讓教師的行為失去了準(zhǔn)則。而學(xué)校在保護(hù)學(xué)生安全上也負(fù)有最為重大的責(zé)任,但是目前學(xué)校管理中存在著很多不容忽視的問題,尤其是教育理念導(dǎo)向的錯(cuò)誤給教師和學(xué)生都造成了惡劣的影響。在研究教師虐待兒童問題上,也不能忽視家庭的作用,尤其是家長(zhǎng)對(duì)教師體罰行為的縱容給教師虐童行為頻發(fā)雪上加霜。 要解決教師虐童犯罪問題,國(guó)家和政府必須承擔(dān)責(zé)任的主體,要建立完善被虐兒童的保護(hù)體系,首要要做的就是修改和完善涉及到兒童保護(hù)的立法,同時(shí)也要對(duì)教師虐童案件的受理機(jī)構(gòu)和主管機(jī)關(guān)進(jìn)行設(shè)置。同時(shí)學(xué)校也要填補(bǔ)其管理的漏洞,改變教育理念,完善懲戒制度,而家長(zhǎng)也要加強(qiáng)與兒童的溝通,提高兒童的防范意識(shí)。通過整合各方資源,建立家庭、學(xué)校、政府聯(lián)防的網(wǎng)絡(luò),才能有效的遏制目前愈來(lái)愈嚴(yán)重的教師虐童現(xiàn)象。
[Abstract]:Since the beginning of the 20th century, with the development of economy and the rise of civil rights movement, the problem of children has been paid more and more attention.Since the promulgation of the Law on the Protection of minors in China, the legal system of child protection has been basically formed, and the rights of survival, education, health and development of children have been effectively protected.The situation of child protection has also been greatly improved, but in real life, there are still a lot of violence or non-violence to harm children, which makes us soberly aware that the situation of child protection is still not optimistic.Over the past year, the media has exposed a large number of incidents of child abuse by teachers, especially the case of child abuse in Wenling, Zhejiang Province, which makes the current child protection mechanism in operation into an awkward situation.After the child abuse incident in Wenling, Zhejiang Province, the Wenling police could only define it as "provocative and troublesome", and eventually acquitted the teacher involved in the case on the basis that it did not constitute a crime. The local education bureau could only dismiss the teacher involved in the case as a matter of carelessness.This raises questions about whether the current child protection system for child abuse by teachers is too fragile.Therefore, how to design a reasonable prevention and intervention mechanism is particularly important.In the face of frequent cases of child abuse, the academic community has generally focused on child abuse in families, focusing on the defects of family education in China, even if there are articles concerning child abuse by teachers.Either it is necessary to discuss whether it is necessary to establish the crime of child abuse from the perspective of criminal law, or the boundary between teachers' corporal punishment and the right to discipline is discussed, and it is rarely considered from other angles why there is the behavior of child abuse by teachers.Therefore, this paper hopes to think about the causes of child abuse by teachers from the perspective of criminology.When thinking about the causes of crime, we will first look for reasons from the social environment in which we live, because people's crimes and offences are always nurtured in the process of their continuous integration into society. What kind of social environment do they have?There will be what kind of illegal forms of crime.Therefore, when thinking about the crime of child abuse by teachers, we should first pay attention to the influence of social environment, especially the influence of culture.Respecting teachers and attaching importance to education are the traditional virtues of our country. Our country has always placed teachers in a lofty position. Teachers have absolute authority over students and have a single management style, which provides convenience for teachers to abuse children.At the same time, modern social culture and misguided media also make teachers' behavior lose their standards.The school also has the most important responsibility in protecting the safety of students, but there are many problems which can not be ignored in the school management at present, especially the error of the guidance of the educational idea has caused the bad influence to both the teacher and the student.In the study of teachers' abuse of children, the role of family can not be ignored, especially the parents' connivance of teachers' corporal punishment makes the frequent occurrence of teachers' child abuse worse.To solve the problem of child abuse by teachers, the state and the government must bear the responsibility of the main body, to establish and improve the child abuse protection system, the first thing to do is to modify and improve the legislation concerning child protection.At the same time, teachers should also accept cases of child abuse and the competent authorities to set up.At the same time, schools should also fill the loopholes of their management, change the educational concept, perfect the disciplinary system, and parents should also strengthen the communication with their children and improve their awareness of prevention.Through the integration of resources, the establishment of families, schools, government defense network, in order to effectively curb the current serious phenomenon of child abuse by teachers.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：D924.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張國(guó)義;重視全民精神衛(wèi)生 關(guān)注教師心理健康[J];北京觀察;2005年02期

2 ;關(guān)注農(nóng)村教師隊(duì)伍 積極推進(jìn)教育公平[J];北京觀察;2007年03期

3 毛燕菁;;通過工會(huì)工作緩解教師心理沖突的思考與實(shí)踐[J];上海教育科研;2008年10期

4 毛燕菁;;新課程改革中工會(huì)組織對(duì)教師壓力和發(fā)展的對(duì)策研究[J];中小學(xué)心理健康教育;2009年18期

5 曲水;;從教師傷害學(xué)生事件頻發(fā)談如何加強(qiáng)學(xué)校工會(huì)對(duì)教師心理問題的引導(dǎo)[J];科技信息;2010年16期

6 蘭育鶯;教師心理健康問題之我見[J];福州黨校學(xué)報(bào);2001年03期

7 葉一舵;當(dāng)代教師心理健康研究的問題與展望[J];福建省社會(huì)主義學(xué)院學(xué)報(bào);2002年04期

8 李靜;;依托工會(huì)組織開展高校教師心理援助計(jì)劃[J];管理觀察;2008年18期

9 ;大學(xué)生心目中優(yōu)秀大學(xué)教師的標(biāo)準(zhǔn)[J];警官文苑;2008年04期

10 廖文;;以“災(zāi)后心理輔導(dǎo)”為培訓(xùn)主題安利春蕾教師培訓(xùn)中心在川揭牌[J];w，

本文編號(hào)：1770459