教师“管教”学生权的法学分析  

Legal Analysis of the Teacher’s Discipline Right

作　　者：郭凯[1] 

机构地区：[1]广东教育学院教育系副教授,广州510303

出　　处：《教育发展研究》2009年第22期41-45,共5页Research in Educational Development

基　　金：广东省高等学校“千百工程”、广东教育教育学院教授、博士科研专项、广东省哲学社会科学“十一五”规划课题“广东省义教均衡发展的政策保障研究”(07SJY016)的研究成果之一

摘　　要：从教育法律的角度考察,教师不敢管教学生的主要原因有:教师管教权的范围、程序与方式不明确;学生权利的解释欠妥以及对管教的误解;教师管教的风险及不管教、不当管教、违法管教的法律责任不确定;教师不了解管教学生的相关法理和法律知识。当前必须尽快规定管教的范围、程序和方式,明确不管教、不当管教和违法管教的法律责任,合理解释学生的基本权利,正确理解"管教"、"惩戒"、"体罚"之间的联系与区别,熟知管教的相关法律原则。Why the teachers of our country dare not exercise discipline right？ In the perspective of laws, the main reasons include： the scope, procedure and way of disciplines are not definite; discipline is misunderstood and the rights of students are explained irrationally; the risk of discipline and the legal liability that teachers don＇t discipline are not definite, and the legal liability of unreasonable discipline and illegal discipline are not prescribed; our teachers don＇t learn the correlative legal truth and legal knowledge. Currently the scope, procedure and way of discipline should be prescribed as soon as possible. The legal liability of no discipline, unreasonable discipline and illegal discipline must be explicit. The basic rights of students should be explained rationally and lawfully. We must understand the relations and differences among the discipline, punishment and corporal punishment rightly. Our teachers should know the correlative legal principles of discipline.

关 键 词：管教 管教权 基本权利 法律责任 

分 类 号：D922.16[政治法律—宪法学与行政法学]