服务学生成长为出发点课堂纪律应该服务于儿童的个体需要和自我控制,具有德育功能,反对工具性质的纪律观——仅将课堂纪律看作是服务于教师顺利完成教学任务的手段。在课堂纪律的维护中,很多人颇有“心得”——王霸并举,恩威兼施,课堂上虽说再无纪律的隐忧,但也奄奄一息,了无生气。当人人道路以目时,课堂纪律的意义将被消解,乃至如黑格尔所说——被彻底地“异化”。一、怎么看待课堂纪律问题可以很容易地发现,我们对“纪律”的传统理解,不仅投射于师生 Serving Students ’Growth as a Starting Point Classroom discipline should serve the individual needs and self-control of children, have the moral education function and oppose the disciplinary view of the instrumental nature. Classroom discipline should be regarded only as a means to serve teachers’ successful completion of teaching tasks. In the maintenance of classroom discipline, many people quite “experience ” - the same tyranny, envy and influence, though no discipline in the classroom hidden, but also dying, and lifeless. The meaning of classroom discipline is to be digested when everyone is on the road, and even as Hegel puts it - thoroughly “alienated.” First, how to treat class discipline can be easily found, our traditional understanding of “discipline” not only projected on the teachers and students