中小学教师工作负担的认知逻辑与优化路径

Epistemic Logic and Optimization Path of Primary and Secondary School Teachers’ Workload

对中小学教师工作负担的理性思考是解决教师负担问题的关键。要树立对中小学教师负担本质的正确认知,认识到教师合理工作负担的必要性,把握其所具有的主客二重性、非确定性以及负担类型的层次性。精准判断中小学教师工作负担的程度,需要主客兼顾表征教师负担、层次归类区分教师工作负担、差异化测量教师工作负担水平、量质结合评估负担轻重;同时,要辩证归纳中小学教师工作负担成因,从社会源、组织源、学生源和个体源四个方面理性看待教师工作负担的形成。减轻中小学教师工作负担,应厘清负担边界,端正减负观念;坚持提质导向,实施差别调控;开展多方治理,形成内外合力,促进教师减负工作的开展与落实。

Rational thinking is the key to the alleviation of teachers’ workload. It is necessary to have a correct understanding of the essence of teachers’ workload, recognize the necessity of teachers’ reasonable workload,and understand the duality of subject and object, and uncertainty of teachers’ workload as well as the hierarchy of workload types. To judge teachers’ workload accurately,it is necessary to represent the teachers’ workload while considering both the subject and the object,hierarchically classify and differentiate teachers’ workload,differentiatedly measure the level of teachers’ workload and evaluate the weight of teachers’ workload both quantitatively and qualitatively.Meanwhile,it is also necessary to generalize the causes of teachers’ workload dialectically,and reasonably view the formation of teachers’ workload from such four aspects as social source, organization source,student source and individual source. To alleviate teachers’ workload,we should clarify the boundary of workload and correct the attitude towards workload,adhere to the orientation of quality improvement and implement the differential regulation,and carry out the multi-agent governance and form the internal and external resultant force.