TITLE:
Current Situation and Coping Strategies for Teachers’ Disciplinary Education in Primary School Classroom Management: A Case Study of Tuanjie Primary School in Xincheng District, Hohhot
AUTHORS:
Dongchen Zhao, Cunyan Xu
KEYWORDS:
Primary School Classroom Management, Educational Discipline, Teacher Cognition, Laws and Regulations
JOURNAL NAME:
Chinese Studies,
Vol.14 No.3,
July
29,
2025
ABSTRACT: Against the backdrop of further deepening educational reform and accelerated legal governance of education in the new era, the standardized implementation of educational discipline in primary school classroom management has become a critical issue for enhancing the quality of basic education. This study takes Tuanjie Primary School in Hohhot’s Xincheng District as its research subject, aiming to systematically investigate the current implementation of educational discipline by primary school teachers, analyze underlying issues, and propose evidence-based strategies. Employing empirical research methods such as questionnaire surveys and in-depth interviews, the study conducts a thorough analysis of teachers’ disciplinary practices in classroom management. It accurately identifies key challenges, including significant divergence in disciplinary philosophies, gaps in legal awareness, unscientific disciplinary approaches, and insufficient institutional guidance and support within schools. To address these issues, the research proposes several improvement strategies: establishing a unified conceptual framework for educational discipline, strengthening legal literacy training, optimizing disciplinary methods to balance educational objectives with psychological well-being, and deepening home-school collaborative mechanisms. The study ultimately confirms that scientifically standardized educational discipline effectively promotes students’ behavioral development and character formation. However, it necessitates building a comprehensive support system encompassing institutional safeguards, professional training, and home-school collaboration, alongside continuous advancement in teachers’ professional competence regarding educational discipline.