恢复性实践:美国新型学校纪律教育范式研究  

Restorative Practices:A Study on the Paradigm of New School Discipline Education in the United States

作　　者：费秀芬 刘波 FEI Xiufen;LIU Bo(College of Education,Chongqing University of Arts and Sciences,Chongqing 402160,China)

机构地区：[1]重庆文理学院教育学院,重庆402160

出　　处：《外国教育研究》2022年第11期50-66,共17页Studies in Foreign Education

基　　金：国家社会科学基金“十三五”规划2020年度教育学西部项目(国家一般)“新时代民族地区青少年国家认同心理机制与教育对策研究”(项目批准号:XMA200282)。

摘　　要：恢复性实践是美国教育界为应对零容忍政策下的惩戒滥用而发展起来的一种新型学校纪律教育范式。这一纪律学说以恢复性会议、环形对话、家庭群体决策、小型临时会议、情感性陈述、恢复性问题为主要措施,主张纪律问题应从管理行为转移到建立、培养和修复人际关系。在本质属性方面,恢复性实践主张纪律实践的焦点是人的成长、保持良好纪律的调控杠杆是内部制裁、学校纪律体系作为一个连续体应兼顾预防与干预。在价值功能方面,恢复性实践在解构学校控制主义的同时还促进学生的道德成长,发展学生的社会资本。该纪律学说对于我国学校纪律体系的完善和研究等具有一定的借鉴意义。Restorative practices is a new paradigm of school discipline education de-veloped by American educational circles to deal with disciplinary abuse under the zero tol-erance policy.This discipline theory takes restorativeconference,circle,family groupdeci-sion-making,small impromptu conference,affective statement and restorative questions as the main measures,and advocates that discipline problems should be transferred from man-agement behavior to establishing,cultivating and repairing interpersonal relationships.In terms of essential attributes,restorative practice advocates that the focus of disciplinary practice is human growth,the regulation lever to maintain discipline is internal sanctions,and the school discipline system,as a continuum,should give consideration to prevention and intervention.Interms of value function,restorative practice not only deconstructs school control,but also promotes students'moral growth and develops students'social capi-tal.The discipline theory has certain reference significance for the improvement and re-searchof school disciplinesystem in China.

关 键 词：美国 恢复性实践 纪律 

分 类 号：G456[文化科学—教育学] G712[文化科学—教育技术学]