教师工作强度:认识进阶与学术视野

Teachers’ Work Intensity: Advanced Understanding and Academic Vision

“双减”政策的推行减轻了学生的学业压力,但也提高了教师的工作强度,正确认识教师工作强度意义重大。从概念的认知角度来看,对教师工作强度的认识大致经历了“教师工作压力—教师工作负担—教师工作负荷—教师工作量—教师工作强度”话语的转变与视角转换过程。从学术研究的横向视野来看,当前对教师工作强度的研究主要集中在“教师工作强度的分类研究”“教师工作强度现状研究”“教师工作强度调适路径研究”三个方面。从学术延伸视角来看,未来教师工作强度研究应从提高学界对教师工作强度研究的重视程度,建构教师工作强度的系统性探究体系,开展教师工作强度的广谱性实证研究,加强教师工作强度的政策性疏解路径探讨四个方面着手。

With the further implementation of the“double reduction”policy, the students’ burden is reducing, while the teachers’ work intensity is increasing correspondingly. Therefore, it is particularly important to understand teachers’ work intensity reasonably. Based on the concept of cognition, the understanding of teachers’ work intensity has roughly experienced transformation of expressions and perspective, that is“teachers’ work pressure—teachers’ work burden—teachers’ workload—teachers’ workload-teachers’ work intensity”. Based on the horizontal perspective of academic research, the current researches on teachers’ work intensity focus on“the classification of teachers’ work intensity”,“the situation of teachers’ work intensity”and“the adjustment path of teachers’ work intensity”. From the academic extension of the research on teachers’ work intensity, the future research on teachers’ work intensity should start from four aspects: to improve the social attention to the research on teachers’ work intensity, to construct a systematic exploration system of teachers’ work intensity, to carry out a broad-spectrum empirical research on teachers’ work intensity, and to strengthen the discussion on the policy relief path of teachers’ work intensity.