摘要
我国《中小学教育惩戒规则(试行)》明令禁止对学生进行体罚和变相体罚,但是对于体罚的概念却没有明确规定,以致在实践中老师“不想管,不敢管”的问题并没有得到根本改变。在日本,教育惩戒制度经过七十多年的发展,在禁止体罚的前提下,将有形力量的合理使用从体罚中分离出来,形成了规范与案例相结合的制度,为教师行使教育惩戒权提供了依据。我国应借鉴日本教育惩戒的相关经验,厘定体罚和有形力量合理使用的边界,以个案判断的原则来确定有形力量的使用是否合理,并尽快建立我国的教育惩戒指导性案例库。
China’s Primary and secondary Education Punishment Rules(Trial)explicitly prohibits corporal punishment and disguised corporal punishment,but the concept of corporal punishment is not clearly stipulated,the problem that teachers“do not want to manage,dare not manage”has not been fundamentally changed.After more than 70 years of development,Japan’s educational punishment system has separated the reasonable use of physical force from corporal punishment on the premise of banning corporal punishment,and formed a system combining norms and cases,which provides a basis for teachers to exercise the power of educational punishment.China should draw lessons from the relevant experience of educational punishment in Japan,define the boundary of corporal punishment and the reasonable use of physical force,determine whether the use of physical force is reasonable based on the principle of case judgment,and establish a case library of educational punishment guidance in China as soon as possible.
作者
吴东朔
Wu Dongshuo(School of Law,East China Normal University,Shanghai 200241)
出处
《教育发展研究》
CSSCI
北大核心
2022年第15期117-124,共8页
Research in Educational Development
关键词
教育惩戒权
体罚
有形力量
指导性案例
educational punishment power
corporal punishment
physical force
guiding case
