本文依據傅科的系譜學歷史分析概念，探討台灣學校體罰歷史的細節與政策，目的在瞭解不同時期的學校規訓技術以及零體罰政策的形成與影響層面。本文發現：（一）體罰在台灣有其獨特的複雜歷史背景；（二）體罰為學校主要的規訓技術之一；（三）禁止體罰之《教育基本法》為權力機制中各方力量的衝突與鬥爭之結果；（四）零體罰政策產生權力作用下的零體罰論述，阻嚇學校之違法體罰，但並未改變學校管教立場，也未改善校園問題；（五）自我修身實踐可為學校教育新方向。本文最後根據探究之結果而提出結論與建議。

This paper, using Foucault's genealogical method, aimed to investigate historical details and policies of school corporal punishment and to understand school disciplinary techniques in different periods and the formation and impact of zero-corporal punishment policy. This paper found that corporal punishment had its unique historical background and was one of the school disciplinary techniques, that revised Educational Fundamental Act was the result of power conflict and struggle, that zero-corporal punishment policy produced discourse and deterred school from corporal punishment but did not make school change discipline or rectify campus problems, and that self-cultivation practice might be a new direction for schooling. Finally, according to the explored results, this paper offered conclusions and suggestions.