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把学校纪律看作是服务于教师顺利完成教学任务而出现的,这是一种工具性质的纪律观,它实质上扭曲了纪律的本来旨趣。学校纪律从根本上来看是一种道德因素,它的性质理应被理解为是一种服务于儿童的内在发展而具有存在意义的教育性要素,学校纪律的发展性价值使其具有了存在的人性基础。对于学校纪律的确立,目前存在着由教师单方面确立和由儿童自主协商确立两种对立观点,这两种观点都存在偏颇之处。教师应根据儿童的道德心理发展水平来决定纪律由谁确立。如果儿童达到了自律的水平,教师理应允许儿童自主协商确立纪律。但是,对处于他律水平的儿童,一般不宜由他们自主协商确立纪律,而应由教师单方面来确立。
The emergence of school discipline as a service to teachers in the successful completion of their teaching tasks is a instrumentalistic view of discipline that essentially distorts the original purpose of discipline. School discipline is fundamentally an ethical factor. Its nature should be understood as an educational element that serves the inherent development of children. The developmental value of school discipline gives it the existence of humanity basis. For the establishment of school discipline, there are currently two opposing views established unilaterally by teachers and independently negotiated by children, both of which are biased. Teachers should be based on the level of moral and psychological development of children to determine who established the discipline. If children reach a level of self-discipline, teachers should allow children to negotiate discipline independently. However, it is generally not appropriate for children at a disciplined level to establish discipline by themselves. Instead, they should be established unilaterally by teachers.