學生人權對教師輔導管教行為之啓示

The Revelation of Student Human Rights to Teachers' Disciplinary Behavior

10.6434/BER.200802.0001

吳宗立(Tsung-Li Wu)；蔡綺芬(Chi-Fen Tsai)

學生人權 ； 管教行爲 ； student human rights ； disciplinary behavior

教育學術彙刊

2卷1期（2008 / 02 / 01）

1 - 26

繁體中文

學生人權並非是一新興人權，只是學生人權在校園中長期受到忽視。近年來，由於教師管教不當的問題，使得學生人權在校園中逐漸受到重視並成爲一流行名詞。由此可見，教師管教行爲與學生人權在某些程度上具有關聯，因此，教師在管教學生時需注意到是否會侵犯到學生的人權。首先，本文先釐清學生人權之意涵，指出學生人權並非是一個特殊的人權，並根據憲法以及有「教育憲法」之稱的教育基本法，將學生人權內涵分爲五個層面加以探討，包括自由權、平等權、教育權、人格權以及程序基本權。其次，敘述合法的管教行爲，將管教行爲分爲管教方式、管教態度、管教程序與管教範圍等四個層面進行探討。最後，論及教師管教學生的具體作法。

Student human rights are not the rights that pop up currently. They have been neglected for a long time on campus. In recent years, due to teacher's unsuitable disciplinary behavior, student human rights have being gradually valued and becoming a popular and fashionable term. In this case, it is obvious that teacher's disciplinary behavior have relevance to student human rights to some degree. As a result, teachers ought to be aware of whether or not they threaten student human rights when disciplining their students. In the first place, this essay, by giving the definitions of student human rights clarifies that student human rights are not special but common ones which, according to the Constitution and the Education Basic Law (EBL), the so-called Constitution of Educations, are divided into five sections: the right to freedom, education rights, the right of equality, personality rights, and the right of procedure. Secondly, in this essay legal disciplinary behaviors are depicted in details and investigated gradually; besides, disciplinary behaviors are divided into four sections which consist of disciplinary method, disciplinary attitude, disciplinary procedure and disciplinary domain. At last, concrete practice of teacher's disciplinary behavior is mentioned and discussed as well.