摘 要：随着教育理念的不断更新，幼儿园教师在日常教学中面临如何合理运用教育惩戒权的挑战，这一问题已成为当前学前教育领域的重要研究议题。本研究旨在探讨幼儿园教师教育惩戒权的合理运用方式及其对幼儿成长的影响，通过问卷调查、深度访谈和案例分析相结合的方法，收集了来自全国多个城市的幼儿园教师及家长的数据。研究发现，当前幼儿园教师在行使教育惩戒权时存在认知不足、方法单一以及沟通不畅等问题，而合理的教育惩戒能够有效引导幼儿行为规范，促进其社会性发展。本研究创新性地提出了基于“正向引导与适度惩戒相结合”的实践框架，并构建了教师、家长与幼儿三方协同的教育惩戒机制，为相关政策制定提供了理论支持和实践参考。研究成果不仅有助于提升幼儿园教师的专业素养，还为优化学前教育环境、推动教育公平与质量提升作出了积极贡献。
关键词：教育惩戒权；幼儿园教师；正向引导
Abstract：With the continuous updating of educational concepts, kindergarten teachers are facing the challenge of how to appropriately exercise their authority in educational discipline, which has become an important research topic in the field of early childhood education. This study aims to explore the reasonable application of educational disciplinary authority by kindergarten teachers and its impact on children's growth. By combining questionnaire surveys, in-depth interviews, and case analyses, data were collected from kindergarten teachers and parents in multiple cities across the country. The findings reveal that current practices of educational discipline by kindergarten teachers are hindered by insufficient understanding,单一 methods, and inadequate communication. However, appropriate educational discipline can effectively guide children’s behavioral norms and promote their social development. Innovatively, this study proposes a practical fr amework based on the combination of positive guidance and moderate discipline, and constructs a tripartite collaborative mechanism involving teachers, parents, and children. This not only provides theoretical support and practical references for relevant policy formulation but also contributes to enhancing the professional competence of kindergarten teachers. Furthermore, the research outcomes play a positive role in optimizing the preschool education environment and promoting educational equity and quality improvement.
Keywords: Educational Discipline Right；Kindergarten Teachers；Positive Guidance
目 录
引言 1
一、幼儿园教师惩戒权的理论基础 1
(一)教育惩戒的概念界定 1
(二)惩戒权的法律与伦理依据 2
(三)国内外研究现状分析 2
二、惩戒权在幼儿园教育中的必要性 3
(一)幼儿行为规范的形成机制 3
(二)惩戒对幼儿发展的积极作用 3
(三)惩戒权与正面教育的关系 4
三、幼儿园教师合理运用惩戒权的原则 4
(一)尊重与保护幼儿权益原则 4
(二)适度性与针对性原则 5
(三)教育性与一致性原则 5
四、惩戒权实施中的问题与对策 6
(一)当前实践中存在的主要问题 6
(二)家园合作促进惩戒权合理运用 6
(三)提升教师专业能力的路径 7
结论 7
参考文献 9
致谢 9
关键词：教育惩戒权；幼儿园教师；正向引导
Abstract：With the continuous updating of educational concepts, kindergarten teachers are facing the challenge of how to appropriately exercise their authority in educational discipline, which has become an important research topic in the field of early childhood education. This study aims to explore the reasonable application of educational disciplinary authority by kindergarten teachers and its impact on children's growth. By combining questionnaire surveys, in-depth interviews, and case analyses, data were collected from kindergarten teachers and parents in multiple cities across the country. The findings reveal that current practices of educational discipline by kindergarten teachers are hindered by insufficient understanding,单一 methods, and inadequate communication. However, appropriate educational discipline can effectively guide children’s behavioral norms and promote their social development. Innovatively, this study proposes a practical fr amework based on the combination of positive guidance and moderate discipline, and constructs a tripartite collaborative mechanism involving teachers, parents, and children. This not only provides theoretical support and practical references for relevant policy formulation but also contributes to enhancing the professional competence of kindergarten teachers. Furthermore, the research outcomes play a positive role in optimizing the preschool education environment and promoting educational equity and quality improvement.
Keywords: Educational Discipline Right；Kindergarten Teachers；Positive Guidance
目 录
引言 1
一、幼儿园教师惩戒权的理论基础 1
(一)教育惩戒的概念界定 1
(二)惩戒权的法律与伦理依据 2
(三)国内外研究现状分析 2
二、惩戒权在幼儿园教育中的必要性 3
(一)幼儿行为规范的形成机制 3
(二)惩戒对幼儿发展的积极作用 3
(三)惩戒权与正面教育的关系 4
三、幼儿园教师合理运用惩戒权的原则 4
(一)尊重与保护幼儿权益原则 4
(二)适度性与针对性原则 5
(三)教育性与一致性原则 5
四、惩戒权实施中的问题与对策 6
(一)当前实践中存在的主要问题 6
(二)家园合作促进惩戒权合理运用 6
(三)提升教师专业能力的路径 7
结论 7
参考文献 9
致谢 9
