本文的逻辑起点是“自然状态”下的“有限理性人”假设，中学生不是一个“完全理性人”，也不是一个“非理性人”，而是介于二者之间的“有限理性人”或者叫“半理性人”。中学生作为半理性人，不是全能的，也不是无能的。他们缺少的不仅仅是理性，还缺少进行理性判断所需要的必要信息、经验、技能和逻辑判断。因此，中学生在自然状态下需要一个“全能博士”来帮助自己判断未来和教会自己如何学习。民主教育的本质问题是“师生关系问题”，师生关系的实质是师生之间的地位关系，即谁是领导者、权威者，谁是被领导者、服从者。国内外很多学者已经研究过“专制教育”和“民主教育”。但是，很少有人去研究处于民主教育和专制教育之间可能存在的“有限的民主”式教育。有限民主教学主要体现在“有限的民主教学”和“有限的民主治理”两方面。在教学方面，主要是民主式教学，即老师只是引导者和主持人，而不是全能博士，但是老师是不可缺少的。在治理方面，主要是民主协商治理，即老师只是保护学生的安全、秩序和学习，但不能抛开老师完全的自治。有限民主教学既反对完全老师主体的教学和治理，又反对完全学生主体的教学和治理，而是主张师生双主体互动的教学和治理模式。有限民主教学理念认为，民主教育的首要工作是民主教育化，而不是教育民主化。民主实际上是成人（年满18周岁）的游戏规则，而中学生不是成年人。所以不能直接把民主理论套用在教育中。民主的有些理论、理念、制度、机制可以应用在教育领域，但是那些和教育本身冲突的内容，则不能运用到教育领域中去。因此，中学生的民主必须是有限的民主。学生自己可以当家作主，但是学生当家做主必须是有限度的。学生当家作主的最高原则就是不能否认学习。学习是学生的本质工作，也是自然状态下学生自愿的理性选择。任何形式的民主和制度都不能与之冲突。学生当家作主的关键是学生有机会参与制度的制定和修改。要实现这个目标，需要践行以下几种价值：自由、平等、协商、共识等。还要坚持以下几个原则：学生同意原则、学习至上原则、有限民主原则、多数决定和保护少数原则、师生共治原则、共同参与原则、多元评价原则。文章最后用雅典民主政治一课做案例来展示有限民主教学思想在教学中的应用。

The logical starting point for this paper is the "natural state" under the "limited rationality" hypothesis, the students are not a "rational person", not a "irrational", but is situated between the two "limited rationality" or "a rational person". Middle school students as a rational man, is not omnipotent, not incompetent. They do not lack of rationality, but the lack of the necessary information needed for rational judgment. Middle school students are the natural age and experience, for lack of information, rather than rational ability. Therefore, high school students in the state of nature requires a "all-around doctor" to help you determine how to future and the church in their own learning. The nature of the problem of democratic education is "teacher-student relationship", the nature of teacher-student relationship is the position relation between teachers and students, who is the leader, authority, who is to be a leader, follower. Many scholars have studied the "autocratic education" and "education for democracy". However, few people study in limited democracy "education may exist between education in democracy and autocratic education". Limited democracy education is mainly embodied in the "democratic teaching" and "limited limited democratic governance" two aspects. In the aspect of teaching, mainly the democratic teaching, namely the teacher's guides and hosts, but not universal, but the teacher is indispensable. In terms of governance, especially democratic governance, namely teacher only to protect the safety of students, order and learning, but can not put aside the teacher fully autonomous. Teaching and management limited democracy education opposes completely teacher subject, teaching and management completely opposed to students, but that teacher-student dual subject interactive teaching and management mode.That limited democracy education, primary work of democratic education is education for democracy, but not the democratization of education. Democracy is actually adult (aged 18 years) of the rules of the game, but not adult students. So can not directly to the theory of democracy in education. Democracy, some theoretical concept, system, mechanism can be applied in the field of education, but the conflicts and education content, can not be applied to the field of education. Therefore, students' democracy must be limited democracy. The students themselves can be in power, but the students take leadership must be limited. The highest principles of students be in power is not denied to learn. Learning is the essential work of students, but also the natural state students volunteered to rational choice. Any form of democracy and the system cannot conflict with. Be in power is the key of students students have the opportunity to participate in the formulation and revision of the system. To achieve this goal, need to practice the following values: freedom, equality, consultation, consensus. Must adhere to the following principles: students agreed in principle, learning the supreme principle, democracy principle, limited majority and minority principle, principle of treatment, and joint participation principle, multiple evaluation principles.Finally, the Athens democratic political lesson do case to demonstrate the application of finite thought of democratic education in teaching.