我国学生欺凌治理进程与法治体系建构  

The Governance Development and the Legal System Construction of Student Bullying in China

作　　者：刘扬 任海涛[1,2] LIU Yang;REN Haitao(Law School of East China Normal University,Shanghai 200241)

机构地区：[1]华东师范大学法学院 [2]华东师范大学未成年人学校保护研究中心,上海200241

出　　处：《教育发展研究》2024年第10期77-84,共8页Research in Educational Development

基　　金：2022年国家社会科学基金教育学一般课题“我国教育法典编纂的框架体系研究”(BAA220169)的部分成果。

摘　　要：回顾我国学生欺凌治理发展进程,不难发现学生欺凌法治体系是法律制度与欺凌治理实践不断相互作用的产物。我国的学生欺凌治理经历了从萌芽到发展完善,最终实现法治化的整体过程,确立了学生欺凌多层次立法和“预防-认定处置”二分的治理框架。学生欺凌立法目前在欺凌的认定、欺凌严重程度的判定、惩戒措施选取以及程序性规定等具体问题上还存在矛盾冲突或缺漏。对此,需要进一步准确界定政府、学校、家长、社会等主体的职责和协作方式,形成学生欺凌的分级处置机制,构建多方共同参与的学生欺凌法治体系。Reviewing the development process of student bullying governance in China,it is not difficult to see that the legal system of student bullying is the result of the continuous interaction between legal regulations and bullying governance practices.China's student bullying governance has experienced a process of budding,improving,completing and finally achieving legalization.China has established a multi-level legislative framework for student bullying,along with a bifurcated"prevention-identification and disposal"governance structure.Currently,student bullying legislation still faces contradictions or gaps in specific issues,such as the identification of bullying,determination of bullying severity,selection of bullying disciplinary measures.The procedural regulations for student bullying still need improvement.To address these issues,it is necessary to further define the respective responsibilities and cooperation methods of the government,schools,parents,and social entities.It is essential to establish a tiered response mechanism for student bullying.Furthermore,a legal system for student bullying that involves multi-stakeholder participation must be developed.

关 键 词：学生欺凌治理 学生欺凌法治体系 多主体参与 

分 类 号：G521[文化科学—教育学]