A Comparative Study of the Current Education Disciplinary Regulations in England Versus China

Kaiyi Yang, Danjv Qiao
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Abstract

Since the Chinese Education Disciplinary Rules for Primary and Secondary Schools (Trial), i.e., The Trial Rules (TTR) was first put into practice, its implementation has been limited because of teachers’ ignorance and misconduct. A comparative study is needed to shed light on these issues and promote TTR policies. As a country based on case law and a centralised educational system, England represents an appropriate reference. The present study compares the history and latest regulations in education between two countries (England and China) in terms of the participants and processes involved in education discipline. It is important to note that TTR has a shorter history than the system in England, and therefore, it provides relatively limited guidance for classroom teachers because there has not been enough practical or theoretical feedback. However, considering the regulations about the education disciplinary process (e.g., deviance, discipline, and feedback), TTR has formed a relatively well-developed stipulations for the latter two steps, while further details must be developed to better address deviance. Overall, more referential cases are needed as guidance for teachers.
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英国与中国现行教育纪律制度比较研究
《中国中小学教育纪律规则(试行)》即《试行规则》(TTR)自实施以来,由于教师的无知和不当行为,其实施受到了限制。需要进行比较研究,以阐明这些问题,并促进TTR政策。作为一个以判例法和中央集权教育体系为基础的国家,英国是一个合适的参考。本研究从教育学科的参与者和过程两方面比较了中英两国的教育历史和最新的教育规则。值得注意的是,与英国相比,TTR的历史较短,因此,由于没有足够的实践或理论反馈,它对课堂教师的指导相对有限。然而,考虑到教育惩戒过程的规定(如偏差、纪律和反馈),TTR对后两个步骤已经形成了比较完善的规定,但需要进一步制定细节来更好地解决偏差。总体而言,需要更多的参考案例作为教师的指导。
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