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迈向“积极式”:澳大利亚公立中小学教育惩戒新动向

尹雅丽 马早明 佘永璇

尹雅丽, 马早明, 佘永璇. 迈向“积极式”:澳大利亚公立中小学教育惩戒新动向[J]. 现代教育论丛, 2022, (1): 66-74.
引用本文: 尹雅丽, 马早明, 佘永璇. 迈向“积极式”:澳大利亚公立中小学教育惩戒新动向[J]. 现代教育论丛, 2022, (1): 66-74.
YIN Yali, MA Zaoming, SHE Yongxuan. Towards “Positive”:The New Trend of School Discipline Policy in Australian Government Schools[J]. Journal of Modern Education, 2022, (1): 66-74.
Citation: YIN Yali, MA Zaoming, SHE Yongxuan. Towards “Positive”:The New Trend of School Discipline Policy in Australian Government Schools[J]. Journal of Modern Education, 2022, (1): 66-74.

迈向“积极式”:澳大利亚公立中小学教育惩戒新动向

基金项目: 

2021年度江西省基础教育课题"教育惩戒视域下农村寄宿制学校学生规则意识培育的研究"[SZUGSZH 2021-1148]

详细信息
  • 中图分类号: G561.1

Towards “Positive”:The New Trend of School Discipline Policy in Australian Government Schools

  • 摘要: 进入21世纪,在全纳教育理念及社会多方因素的推动下,澳大利亚公立中小学教育惩戒从立法到实践,历经了从肇始于20世纪90年代的“零容忍”到“积极式”的转变。2019年澳大利亚大部分州新修订的《学校纪律政策》作为“积极式”教育惩戒的政策范本,以保障学生个人权利,促进学生人格发展为政策目标,涵盖了纪律准则、纪律改进及多元惩戒三位一体的学校治理方案。作为《学校纪律政策》的延伸,澳大利亚公立中小学探索教育惩戒的实施路径具体包括:创设恢复性环境,开发同侪调解与会议调解项目,逐级划分惩戒事件类型,整体上呈现迈向“积极式”的趋势。“积极式”教育惩戒基于“公平、公正”的育人观、层级化的惩戒措施和恢复性的惩戒保障,映射了澳大利亚公立中小学教育惩戒价值取向的新变化,也开启了澳大利亚公立中小学教育惩戒发展的新方向。

     

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  • 收稿日期:  2021-03-19

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