美国公立中小学教育惩戒的改革实践与价值转变——从“零容忍”到支持性教育惩戒

Reformed Practice and Value Transformation of Education Discipline of American Public Primary and Secondary Schools——From "Zero Tolerance" to Supportive Education Discipline

自20世纪90年代"零容忍"政策进入公众视野后,美国公立中小学教育惩戒经历了从立法到实践,再到反思与完善的发展路径,已形成基于积极预防、合理惩戒及持续改进为一体的"支持性教育惩戒"政策体系和治理模式。通过出台支持性教育惩戒政策、建构多种预防机制、采取多方位惩戒措施、完善数据决策系统等举措,美国公立中小学教育惩戒实现了从"歧视、隐性偏见"向"公平、公正"改善;从单一向多层级、多主体联合共治发展;从"问责"向"育人为本"倾斜。从"零容忍"到"支持性教育惩戒"的转变,既是联邦政府对零容忍政策造成的现实问题的调整,也反映了美国公立中小学教育惩戒价值取向的变化,引导了美国公立中小学教育惩戒发展的新方向。

Since the issue of "Zero Tolerance" policy in 1990s,developing from lawmaking,practice to reflection and perfection,education discipline of American public primary and secondary schools have established a "supportive education discipline" policy system and manage mode which was based on the integration of positive precaution,reasonable punishment as well as constant improvement.Through introducing supportive education discipline,structuring multiple precaution system,taking various punishment measures,advancing data system and other methods,American public primary and secondary schools’ educational punishment has shifted from discrimination,potential prejudice to justice and equivalence,from single management to joint management of multiple level and multiple subjects,from accountability to education first.The conversion from "zero tolerance" to "supportive education discipline" is the adjustment introduced by the government to solve the problems caused by zero tolerance,also reflecting the transformation of value orientation of American public school education discipline into a new path.