In recent years, whether teachers are given the right to discipline in education has become a hot topic in China’s educational practice. There are two very different views on this issue, both of which arise from different perceptions of the teacher-student relationship. The Rules for Disciplinary Action in Primary and Secondary Education (for Trial Implementation) marks that teachers formally have the right to discipline in education, which is an important measure for the standardization of teaching and a major achievement in the modernization of China’s education. Educational discipline is an effective intervention for the purpose of education, correcting students’ wrong behaviors, and leading to their all-round development. Specifically, the objectification of students leads to the deviation of the right to educational discipline from its essence, the confrontation of the teacher-student relationship is the crux of the right to educational discipline, and the dominant and hegemonic position of teachers leads to the deviation of the right to educational discipline. The modern teacher-student relationship is a kind of “I-you” intersubjective dialogue relationship, which is a real sense of the relationship between people to achieve the vision of promoting the healthy growth of students, and inter-subjectivity is the basic condition for building a good teacher-student relationship. Based on the theory of modern teacher-student relationship of inter-subjectivity, this paper discusses the construction of modern teacher-student relationship.