乡镇小学教育惩戒权的行使困境与优化路径研究——基于三所学校的实证研究

Research on the Exercise Dilemmas and Optimization Paths of Educational Punishment Power in Township Primary Schools—An Empirical Study Based on Three Schools

摘要: 教育惩戒权作为教师履行教育职责的法定权限，其合理行使是保障教育秩序、促进学生发展的重要环节。然而，在乡镇小学这一特殊场域中，教育惩戒权的实施面临制度落实不足、实践执行偏差、家校信任薄弱等多重困境。本研究基于对珠三角与中部地区三所乡镇小学的实证调查，发现教师在惩戒认知上存在表层化与功利化倾向，惩戒方式以低风险、易操作为主，但教育闭环意识薄弱，且存在隐性惩戒现象；学生虽普遍知晓规则，但对惩戒公平性质疑突出；家校之间则因观念分歧与信任缺失形成外部压力，进一步制约教师惩戒权的行使。为此，研究提出构建涵盖制度校本化落地、教师专业赋能、校内文化凝聚、家校协同共建的四维支持体系，以推动教育惩戒在乡镇学校中回归育人本质，实现规范、科学、人文的惩戒实践。

Abstract: As a legal power for teachers to perform their educational duties, the reasonable exercise of educational punishment power is an important link to ensure educational order and promote students’ development. However, in the special field of township primary schools, the implementation of educational punishment power faces multiple dilemmas such as insufficient institutional implementation, deviations in practical execution, and weak home-school trust. Based on an empirical survey of three township primary schools in the Pearl River Delta and central regions, this study finds that teachers have superficial and utilitarian tendencies in their cognition of punishment. Their punishment methods are mainly low-risk and easy to operate, but they lack a sense of educational closed-loop, and there are phenomena of implicit punishment. Although students generally know the rules, they have prominent doubts about the fairness of punishment. Due to conceptual differences and lack of trust, home and school form external pressure, which further restricts teachers’ exercise of punishment power. Therefore, the study proposes to construct a four-dimensional support system covering the school-based implementation of systems, teachers’ professional empowerment, the cohesion of campus culture, and the collaborative construction of home and school, so as to promote educational punishment in township schools to return to the essence of educating people and realize standardized, scientific and humanistic punishment practice.