道德认知发展视角下教育惩戒理论基础及实践路径  

Theoretical Basis and Practical Path of Educational Discipline from the Perspective of Moral Cognitive Development

作　　者：张露丹 王茜[3] Zhang Ludan;Wang Qian(Institute for Education and Treatment of Problematic Youth,Yantai 26401l;Weifang University of Science and Technology,Weifang 262700;Party School of Yantai Fushan District Committee,Yantai 265500)

机构地区：[1]鲁东大学教育科学学院(问题青少年教育矫正研究院),烟台264011 [2]潍坊科技学院,潍坊262700 [3]中共烟台市福山区委党校,烟台265500

出　　处：《教育发展研究》2022年第15期103-109,共7页Research in Educational Development

基　　金：2021年度国家社科基金项目“国家亲权视野下流动未成年人虞犯教育保护体系构建研究”(21CSH031)的部分成果。

摘　　要：目前的教育惩戒研究多从法学、管理学、社会学等视角切入,立足于惩戒的工具性和功能性价值,缺少德性价值和良善目的等本体性价值的关注。本文以道德认知发展理论为视角,对传统教育惩戒的价值定位重新进行审视,从认知、情感和行为三个方面对教育惩戒的理论基础进行阐析,并以此为依据构建教育惩戒的实践路径。at present,the research on educational discipline mostly starts from the perspective of law,management and sociology,focuses on the instrumental and functional value of punishment,and lacks the attention of ontological values such as moral value and good purpose.From the perspective of moral cognitive development theory,this paper reexamines the value orientation of traditional educational punishment,expounds the theoretical basis of educational punishment from three aspects of cognition,emotion and behavior,and constructs the implementation path of educational punishment on this basis.

关 键 词：道德认知发展 教育惩戒 道德教育 

分 类 号：G639.2[文化科学—教育学]