劳动性惩戒实施的现实偏误与理性回归  

The Realistic Bias and Rational Return of the Implementation of Labor Punishment

作　　者：左云丽 焦江丽[2] ZUO Yun-li;JIAO Jiang-li(College of Education Science,Xinjiang Normal University;School of Psychology,Xinjiang Normal University)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐8830017 [2]新疆师范大学心理学院,新疆乌鲁木齐8830017

出　　处：《教育理论与实践》2024年第28期25-32,共8页Theory and Practice of Education

摘　　要：随着劳动教育的推广,劳动作为一种惩戒方式受到部分教师质疑,认为其违背了劳动教育的初衷。究其原因,主要在于教师实施劳动性惩戒存在劳动性惩戒内涵理解的自洽性缺失、使用限度不明、教劳结合空场的现实偏误。在遵循主体认知与行动支持的实践逻辑基础上,要通过养成正确的劳动性惩戒观、厘清劳动性惩戒使用限度、构建劳动性惩戒性指导案例三个层面,实现劳动性惩戒实施的理性回归,从而为劳动教育与教育惩戒的融合实施廓清道路,为学校相关教育实践提供理论指导。With the promotion of labor education,labor as a punishment method is questioned by some teachers,who think that it violates the original intention of labor education.The reasons are the lack of self-consistent understanding of the connotation of labor punishment,the unclear limits of use,and the actual errors of the integration of teaching and labor.By following the practical logic of subject cognition and action support,we need to achieve a rational return to the implementation of labor-based punishment through such three levels as cultivating a correct view of labor-based punishment,clarifying the limits of labor-based punishment use,and constructing labor-based punishment guidance cases.This will clarify the path for the integration of labor education and educational punishment,and provide theoretical guidance for relevant educational practices in schools.

关 键 词：劳动性惩戒 劳动性惩戒观 惩戒限度 教劳结合 

分 类 号：G40-015[文化科学—教育学原理]