摘要
文章通过类案研究法对2006-2020年65份中小学教育惩戒司法判例进行实证分析,发现教育惩戒主体合法性、教育惩戒理由正当性和教育惩戒方式适切性作为司法审查的重点,集中回答了“谁来惩”“、为何惩”和“如何惩”三个关键问题。司法审判的逻辑揭示了对品行惩戒的严格性和对学业惩戒的有限性,并明确了合理性惩戒、偏差性惩戒与非法性惩戒的标准与界限。在对伤害事故法律责任的认定上,法院对教育惩戒方式是否触及法律红线的合法性审查严格统一,而对操作程度与量度等合理性问题尺度与判决标准不一,产生了“同案不同判”现象。为了实现有效的教育惩戒,不仅要求惩戒主体把握教育惩戒的基本范畴与边界,还需合理界定教师的责任和限度,加强教育惩戒的配套制度建设。
Through the similar case study method,this paper makes an empirical analysis of 65 educational Punishment judicial cases in elementary schools from 2006 to 2020,it is found that the legitimacy of the subject,the rightness of the reasons and the appropriateness of the methods are the key points of judicial review,which answers three key questions:“who will punish”,“why to punish”and“how to punish”.The logic of judicial trial reveals the strictness of punishment for conduct and the limitation of punishment for study,and clarifies the standards and boundaries of reasonable punishment,deviant punishment and illegal punishment.In the determination of legal liability for injury accidents,the court strictly unifies the legal review of whether the educational punishment methods touch the legal red line,as well as the scale and judgment standards and the degree of operation and measurement are different,resulting in the phenomenon of“different judgments for the same case”.In order to achieve effective education punishment,not only the subject of education punishment should grasp the basic category and boundary,but also reasonably define the responsibility and limit of teachers from the periphery,and strengthen the construction of supporting system of education punishment.
作者
金马妮
杨文杰
Jin Mani;Yang Wenjie(East China Normol Unirersity,Shanghai 200062)
出处
《教育发展研究》
CSSCI
北大核心
2022年第15期94-102,共9页
Research in Educational Development
基金
国家社会科学基金教育学重大课题“中国特色社会主义教育制度优势及转化为治理效能的实现路径研究”(VGA200001)的部分成果。
关键词
基础教育
教育惩戒
司法判例
类案研究法
制度
elementary education
educational punishment
judicial precedent
similar cases study
institution
