近年来，我国中小学教育管理工作出现问题，因对学生问题行为防治无效引 发的“辱师”、“殴师”、“弑师”以及校园欺凌等校闹事件层出不穷，严重威 胁到在校师生的安全，给学生、教师、学校、家庭乃至整个社会造成了消极影响。 随着学生问题行为的频发程度和严重危害，学生问题行为的有效防治愈发成为社 会各界普遍关注的热点问题，我国中小学开展积极有效的预防与惩戒工作已迫在 眉睫。本研究选取美国公立中小学学生问题行为预防与惩戒作为研究课题，以社 会生态系统理论为理论基础，通过运用文献研究法，分别从宏观层面理清其历史 脉络和走向，从微观层面探索其在现实中的具体实践，在分析和归纳其经验的基 础上，试图为我国今后中小学学生问题行为的有效防治提供可借鉴的启示。
    本研究的主要发现包括：第一，美国公立中小学应对学生问题行为依次历经 了从片面体罚向合理合法惩戒的发展时期，零容忍政策背景下的排他性惩戒时期 和支持性惩戒倡议下的综合性防治时期；第二，美国当前分别从政府层面、学校 层面和学生个人层面预防公立中小学学生问题行为。在政府层面，美国联邦政府 和各州政府为预防学生问题行为提供了法律政策支持、财政拨款、技术援助以及 监测评估等宏观性的支持保障。在学校层面，美国公立中小学通过建立以学校为 核心、多个主体协同治理的伙伴关系，加强利益攸关方相关能力建设，开发早期 预警系统，建构多层级预防干预措施等实践，从源头减少学生问题行为的发生。 在学生层面，通过帮助学生发展相关技能和建立积极关系，发挥其在防治和改善 自身问题行为方面的主观能动性；第三，美国公立中小学当前分别从制度和实践 两个层面实现对学生问题行为的有效惩戒。在制度层面，美国已形成了从联邦到 州，再到学区和学校完备的教育惩戒法律政策体系；在实践层面，各公立中小学 明确了教育惩戒的具体内容和实施以及教育惩戒的数据决策系统。
    基于研究发现，本研究总结了美国公立中小学学生问题行为有效预防与惩戒 的经验，主要包括：健全的法律体系和政策保障、系统化的多方合力防治机制、 科学有效的预防与惩戒专业支持、综合性的学生行为管理模式。基于美国公立中 小学学生问题行为预防与惩戒经验，论文进而从健全政策法律体系、形成学生管 理共同体、提供专业支持以及建立综合性防治策略四方面，提出了其对我国中小学学生问题行为的有效预防和合理惩戒提供可借鉴的启示。

    In recent years, problems have arisen in the education management of primary and secondary schools in our country. Because of ineffective prevention and control of students' problem behaviors, "insulting teachers", "beating teachers", "killing teachers" and other school incidents such as school bullying have emerged one after another, which seriously threaten the safety of teachers and students in schools and have had negative effects on students, teachers, schools, families and even the whole society. With the frequent occurrence and serious harm of students' problem behaviors, the effective prevention and treatment of students' problem behaviors has increasingly become a hot issue of common concern in all walks of life.Therefore, it is extremely urgent for primary and secondary schools in our country to carry out active and effective prevention and punishment work.This study selects the prevention and discipline of problem behaviors of primary and secondary school students in the United States as the main subject of the study, takes the social ecosystem theory as the theoretical basis,and uses the literature research method to clarify its historical context and trend from the macro level respectively, explores its concrete practice in reality from the micro level. On the basis of analyzing and summarizing their experience, this paper tries to provide some enlightenments for the effective prevention and treatment of problem behaviors of primary and secondary school students in our country in the future.
    The main findings of this study include:First, the U.S. public primary and secondary schools' response to student problem behaviors has gone through the development period from one-sided corporal punishment to reasonable and lawful discipline, the exclusive discipline period under the background of zero tolerance policy and the comprehensive prevention and treatment period under the Supportive School Discipline Initiative.Second, the United States prevents the problem behaviors of American public primary and secondary school students from the levels of government, school and individual students. At the government level, the U.S. federal government and the state governments have provided legal and policy support, financial allocation, technical assistance, monitoring and evaluation and other macro support guarantees to prevent student problem behaviors. At the school level, public primary and secondary schools in the United States reduce the occurrence of students' problem behaviors from the source by establishing a partnership with schools as the core and multi-subject collaborative governance, strengthening the relevant capacity -building of stakeholders, developing data decision-making systems, constructing multi-level preventive interventions and other practices. At the student level, by helping students develop relevant skills and establish positive relationships, they can give full play to their subjective initiative in preventing and improving their problem behaviors.Third, American public primary and secondary schools have effectively punished students' problem behaviors from two aspects of system and practice. At the system level, the United States has formed a complete legal and policy system of educational discipline from the federal to the state, then to school districts and schools.At the practical level, the public primary and secondary schools have clarified the specific content and implementation of educational disciplinary and the data decision-making systems for educational disciplinary. Based on the research findings, this study summarized the experience of effective prevention and discipline of problem behaviors in American public primary and secondary school students, mainly including:A sound legal system and policy guarantee, a systematic multi-party prevention and control mechanism, scientific and effective professional support for prevention and punishment, and a comprehensive student behavior management model.
    Based on the experience of prevention and discipline of problem behaviors in American public primary and secondary school students,the paper further puts forward some enlightenment for effective prevention and reasonable discipline of problem behavior of primary and secondary school students in our country from four aspects: perfecting policy and legal system to form student management community, provide professional support and establish comprehensive prevention and treatment strategies.