体罚教育和惩戒教育有着明显的差别，体罚教育通过体罚和变相体罚使学生感到害怕而不敢犯错误，体罚不仅不利于学生身心健康的发展和师生间良好关系的确立，而且体罚无法达到教育的目的。而惩戒教育是通过适当惩罚的方式，让学生知错，从而达到不再犯错的目的。因西藏地区发展速度较慢，教育者素质较低，法治观念淡薄，受到传统教育的影响，以及“分数至上”的教育评价机制等缺陷。导致西藏地区仍然存在较为普遍的体罚教育。虽然很多教育者是出于为学生好的初衷进行体罚，但是体罚本身存在诸多缺陷。因此为了西藏教育的进步，本文倡导将西藏地区的体罚教育转化为一种积极的惩戒教育。本文以西藏某学校为例，通过访谈法、问卷调查法以及文献研究法等方式，探究西藏地区普遍存在体罚教育的原因，并根据体罚教育的不良后果提出将体罚转化为惩戒的可行性措施。 本文有五部分构成： 第一部分为绪论，在本章中主要阐述了本人选择该课题的意义及预期目标，对本研究进行了可行性分析，论述了该研究的创新之处，并对有关本研究的国内外文献进行了比较详尽的论述。 第二部分根据抽样调查法和个案访谈法对西藏地区存在的体罚教育进行简单的了解，并结合自身所见所闻对西藏地区普遍存在的体罚现象进行描述。 第三部分根据调查和访谈结果研究西藏地区普遍存在体罚教育的原因，并分类进行阐述。 第四部分中根据访谈内容，阐述西藏的体罚教育造成的不良后果。 第五部分倡导将西藏的体罚教育转化为积极的惩戒教育，并结合西藏实际提出可行性对策。

There is a clear difference between corporal punishment education and punishment education. Corporal punishment education makes students afraid to make mistakes through corporal punishment and corporal punishment in disguised form. Corporal punishment education is not only unfavorable to the development of students' physical and mental health and the establishment of good relationships between teachers and students, but corporal punishment education cannot achieve the purpose of education. Punishment education, by means of proper punishment, allows students to know mistakes so that they do not make mistakes again. Due to the slow pace of development in Tibet, the educators are of low quality, have weak legal concepts, are affected by traditional education, and have shortcomings in the "score first" education evaluation mechanism. Lead to the existence of more widespread corporal punishment education in Tibet. Although many educators are motivated by corporal punishment for students' good intentions, corporal punishment itself has many flaws. Therefore, for the advancement of Tibetan education, this article advocates the transformation of corporal punishment education in Tibet into an active punishment education. This article uses a school in Tibet as an example, through the methods of interviews, questionnaires, and literature research methods, the reason for the widespread existence of corporal punishment education in Tibet is explored. And based on the adverse consequences of corporal punishment education, it proposes feasible measures to convert corporal punishment into punishment. This article has five parts: The first part is an introduction. In this chapter, I mainly elaborated on the significance and expected goal of my choice of this topic, and conducted a feasibility analysis of this study. The innovation of this research is discussed, and the domestic and foreign literatures related to this study are discussed in detail. In the second part,it makes a simple understanding of corporal punishment in Tibet based on sample survey and case interview and in combination with what they have seen and heard, the phenomenon of corporal punishment that commonly exists in Tibet is described. The third part studies the reasons for the existence of corporal punishment education in Tibet according to the results of the survey and interviews, and classifies for elaboration. In the fourth part, based on the contents of the interview, the adverse consequences of corporal punishment education in Tibet are described. The fifth part advocates the transformation of Tibet’s corporal punishment education into active punishment education, and puts forward feasible measures in light of the actual situation in Tibet.