中小学体罚和精神虐待现象的原因及对策

中小学体罚和精神虐待现象存在危害性，其产生的根源有封建主义教育遗毒的影响，应试教育的指挥棒作怪，教师、学生方面的原因，也有家长的错误思想认识。要杜绝它，必须肃清封建遗毒，颁布法规，建立科学的教育质量评估制度，切实提高教师尤其是青年教师的教育水平，加强师德建设，提高教师的心理素质，培养中小学生的自觉性和纪律性。     

师德教育的现状、成因及对策

随着科教兴国、教育优先发展战略的实施，教育事业得到了蓬勃发展。教师已成为人们羡慕的职业。然而。近几年教师体罚、变相体罚学生以及各种违纪现象屡见不鲜。同时，在职业信念、从教态度、团结协作、言表风度、法纪观念等诸多方面都存在一些问题。这些不仅影响教师自身队伍形象和建设。而且影响着教育教学的质量，影响学生的健康成长。造成教师职业道德出现问题的原因是多方面的，其中教师职业道德教育即师德教育是一个不可忽视的重要因素。     

浅析中小学中存在的体罚现象及对策

中小学教育教学中存在的体罚现象,是近年来社会上关注的问题之一。尽管法律明文规定禁止对学生进行体罚或变相体罚,但并没有引起某些教育工作者的足够重视和警戒。因此,体罚和侮辱学生的现象仍时有发生,且花样繁多。体罚学生的行为,是一种违法行为。它将严重地影响教育方针的贯彻和教育目标的实现,因此,我们有必要就学校中教师体罚或变相体罚学生的危害、性质、责任、原因及纠正措施进行研究和探讨,以加速依法治教的进程。 一、体罚现象的危害性 对学生进行体罚有着极大的危害。一方面学校和教师对学生实施体罚,严重损害学生的身心…     

适当体罚是否需要？

一个时期以来，新闻媒体对多起严重体罚、变相体罚学生事件的曝光力度较大，不少教育行政部门和学校对消除体罚、变相体罚问题非常重视。有的教育行政部门出台了相应的制度——在当面批评教育学生时，让学生站立时间不得超过15分钟。一些学校告诫教师：“安全第一（不出教育事故），教学第二。”对于这种现象，笔者甚为担忧——对于那些屡教不改、影响极坏的学生，我们恐怕更管不了了。不少学校都有目无纪律、打架斗殴、扰乱课堂的个别学生。这种学生桀骜不驯，对一般的批评教育根本无所谓，甚至受了处分仍一意孤行。对于这样的学生，能不能…     

教育体罚的社会学分析

体罚或变相体罚学生在中小学教育实践中不仅普遍存在,而且被错误地认为是开展教育的一种重要手段.这不仅损害学生的身心健康、影响学生良好的个体社会化形成,而且损害了教师和学校的形象.教师在选择体罚学生的对象及体罚的形式时,表现出明显的社会倾向性,被罚学生间存在明显的性别差异、年龄差异及家庭背景差异.体罚不具有教育作用,应通过完善教育制度、提高教师素质、规范教学行为等手段杜绝教育体罚现象的发生,为学生营造和谐的学习环境和成长环境.     

试论教师体罚现象的成因及其对策

体罚是一种久治不愈的教育顽症。体罚现象的产生有传统文化、体制和制度、教育观念、法律意识、心理和人格因素等方面的原因。体罚的危害主要表现在学生的身心损害、师生的对立和经济的损失上。消除体罚现象的主要途径和对策是强化教师法律意识、提高素质、进行体制改革、建立规范化的惩罚制度和提高教师心理健康水平。     

对体罚制度的法律思考

体罚作为一种错误的教育方法，已被我国法律所禁止。但实际情况是，体罚学生的事件不因法律的禁止而不发生。从对我国体罚制度的分析及与国外一些国家体罚制度的比较中可见，要杜绝体罚学生伤害事故的发生，关键在于对惩戒作为教育手段的正确认识，且在法律上对教师的惩戒权加以明确，并使之制度化。     

体罚学生伤害事故引发的思考

教师体罚学生是指教师以暴力的方法或以暴力相威胁，或以其他强制性的手段，侵害学生身体健康的侵权行为。有调查表明，教师中认为对学生的体罚应绝对禁止的占39％，认为“可以”或“偶尔可以”的占61％，其中23％的教师振振有词地说：“体罚也是教育方法之一，应允许。”体罚学生屡禁不止，几乎校校有体罚和变相体罚学生的现象，体罚伤害事故屡屡发生，触目惊心，请看下面材料。     

体罚和变相体罚屡禁不止的原因和预防对策

由于传统的教育观念以及个别教师的素质低下、法制观念淡漠、心理不健全、缺乏科学的教育方法等因素，致使我国学校教育中对学生体罚和变相体罚现象屡禁不止。对此，我们应树立现代教育理念、加强法制教育、提高教师的职业素养、心理素质和教育能力，为学生的全面发展营造一个良好的学校环境。     

将教育细节精致化

这几年从事政教工作，让我有更多的精力关注教师的教育工作，特别是班主任的教育工作。以往的经验和理论层面的思考，涉及的是诸如班级目标的建立，班级文化的建设，学生行为习惯的养成等方面的内容，很少关注教育中的细节，这几年老师体罚、侮辱、谩骂学生的现象屡有发生，现实不得不让我们思考教育工作中的细节问题。     

中小学教师体罚行为论析

我国颁布的多部教育法律法规都明确规定,禁止教师体罚和变相体罚学生,但在教育理论和实践中,对什么是体罚和变相体罚,一直存在模糊的认识,从而导致部分教师仍继续犯体罚学生的错误,而另一部分教师又不敢大胆地管学生,甚至放任学生,降低自己工作的责任心。所以,必须明确处罚、体罚、直接体罚、间接体罚(变相体罚)以及侮辱学生人格的处罚等概念的内涵及其相互关系,同时,还必须明确,禁止教师体罚学生是教育发展和人类进步的要求,以杜绝中小学教师的体罚行为。     

Corporal Punishment in the Schools of Ghana: Does Inclusive Education Suffer?

This paper reports on a study that compared the practice of corporal punishment in ten basic schools in the Greater Accra District in Ghana. Five of the ten schools were designated as inclusive project schools (IPS) and the other five as non-inclusive project schools (NIS). The primary purpose was to find out if the inclusive project schools were more effective in eradicating corporal punishment from their schools than were the non-project schools. One hundred teachers responded to a six-item questionnaire. A further 22 participants comprising ten teachers from the survey group, ten pupils and two directors of education were interviewed. Observation of the classroom practices, where these teachers work, substantiated the questionnaire and interview findings. The overall results indicated that corporal punishment still persists in both school sites at relatively the same scale. Three themes were found to underpin the administration of corporal punishment to students in these schools. (1) Punishment as an effective learning imperative (2) Punishment as a moral imperative (3) Punishment as religious imperative. The implications of these findings pertaining to inclusive education are discussed.     

A look at corporal punishment and some implications of its use

The author notes several legal, social, philosophical and educational attitudes common to Canada and the United States which have, for centuries, characterized the uses of corporal punishment with children. Specifically, corporal punishment is viewed as a technique for developing discipline within the school system. Inconsistencies in both Canada and the U.S. are noted regarding court decisions and their application in the classroom. Recent revisions to The Ontario Child Welfare Act are discussed in light of its implications for parents and teachers who physically punish their children or students. Research findings related to corporal punishment and their implications for schools are cited. Negative side-effects of administering punishment are also described. The evidence suggests that corporal punishment besides being an ineffective learning technique, is not the uncomplicated, quick solution many may think it. The author concludes by proposing that because of their important role in the lives of developing children and considering the resources devoted to teacher training, teachers should be held as legally accountable for their use of corporal punishment with children as parents are. As well, he indicates the need for (1) increased teacher training in the areas of child management, classroom management and interactional processes; (2) greater opportunity to devise creative problem-solving strategies; and (3) a re-ordering of priorities at universities, colleges and faculties of education which would benefit not only teachers, but ultimately their students.     

Secondary School Teachers’ Perception of Corporal Punishment: A Case Study in India

This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools.     

Corporal punishment in schools: myths, problems and alternatives

In many countries, corporal punishment of school children continues to be an officially or unofficially sanctioned form of institutional child abuse. Continuing support for the use of corporal punishment is related to the following factors: (1) widely held beliefs regarding the effectiveness of corporal punishment, (2) an unawareness of problems resulting from the use of physical punishment, and (3) a lack of knowledge about effective disciplinary alternatives. The purpose of this paper is threefold: One is to show that many of the beliefs are myths, e.g., corporal punishment is not needed to build character. The second purpose is to show that physical punishment can lead to more problems than it appears to solve, e.g., the punitive teacher is avoided, and thus, is not a positive factor in the child's education and development. The third purpose is to discuss two types of alternatives to punishment, the social learning approach and communication skills training. These positive methods of discipline not only enhance classroom behavior, but also facilitate learning. In an atmosphere free of abusing and demeaning acts and in a classroom characterized by positive mutual regard, teachers can maximize their effectiveness as teachers and students can maximize their effectiveness as learners.     

农村中小学隐性伤害的原因及对策分析

农村中小学的隐性伤害主要表现为体罚、变相体罚、心理惩罚和校园欺侮,而落后的教育观念、教师素质低下、学生自身的素质、学校教育中的"过度社会化"等是造成隐性伤害的主要原因。为了减少农村中小学隐性伤害事件的发生,必须要改变落后的教育观念、提高教师的综合素质、保护特殊群体学生的身心健康、实施人性化管理、重视家庭教育,以加深对农村中小学隐性伤害的认识,促进农村中小学教育教学工作的顺利进行。     

Democracy and Human Rights Education in South Korea

This paper traces the history of education in South Korea in terms of various forms of control and their impact on democracy and rights. Three periods are identified: pre-colonial, colonial (Japanese occupation) and post-colonial (dependent capitalism). Democracy and rights have been highly politicised and education to promote these is still part of a struggle by various teachers' and parents' movements. A history of abuses of student rights and the oppression of teachers has begun to be challenged since 1993. Nonetheless, teachers remain reluctant to use the terminology of democracy and human rights, and some corporal punishment is still in evidence. Korean teachers have little autonomy, as the system remains centralised, competitive and bureaucratic. To establish a culture of peace and non-violence, the paper argues for a change in school ethos, a change to school regulations and education laws, a wider spread of democracy to media and community and the publication of manuals on education for democracy and human rights.     

谈教师惩戒权的界定与运用

教师运用惩戒权具有重要意义,但由于现实生活中人们把惩戒和体罚混为一谈,加之立法规定的不足,致使教师惩戒权处于混沌状态,影响了教育功能的正常发挥。事实上,惩戒和体罚有着本质区别。我们必须科学界定教师惩戒权,并对其进行正确运用。