“双减”政策背景下的教师复原力研究——基于情境分析的方法

Research on Teacher Resilience in the Context of“Double Reduction”Policy:Based on Situation Analysis Method

“双减”政策的发布改变了教师的工作情境,在工作时间和工作压力方面对教师提出了新挑战。教师复原力是教师克服工作障碍、压力“回弹”、逆境前行并保持工作能动性的重要表征,对于落实教育改革要求,提升教育效果具有重要影响。基于情境分析方法,通过构建三层情境分析图的方式,展示在“双减”政策执行过程中教师复原力的表征状况及背后的结构要素,构建教师个体因素与环境要素相互作用的互动机制。“双减”政策执行过程中教师复原力主要涉及“职业信念、认知、行动、成长型思维”四个内部要素。“行政管理层面、学校管理层面、教师层面、媒体层面”交互作用下的“学校文化、专业发展支持、人际关系”是教师复原力外部影响要素。对此,在三个维度上提出建议与反思:应关注“双减”政策实施背景下的教师复原力,特别是新手教师的复原力建设,以复原力保护因素的建设帮助教师逐渐适应有压力的改革环境;应破除“简化论”影响,关注教师复原力的社会嵌入性;应形成支持系统,推动教师复原力的形成。

The release of the“Double Reduction”policy has transformed the working context of teachers,posing new challenges in terms of working hours and job-related stress.Teacher resilience is an essential characteristic that represents a teacher’s ability to overcome occupational obstacles,“rebound”from stress,move forward in adversity,and maintain job motivation.It has a significant impact on the implementation of educational reform requirements and the improvement of educational outcomes.Employing the situational analysis method and presenting a three-tier situational analysis diagram,this study illustrates the state of teacher resilience and its underlying structural elements and construct an interactive mechanism between individual teacher factors and environmental elements.Teacher resilience in the context of the implementation of the“Double Reduction”policy primarily involves four internal elements:“professional beliefs,cognition,action,and growth mindset.”The external factors affecting teacher resilience under the interactive influence of“administrative management level,school management level,teacher level,and media level”include“school culture,professional development support,and interpersonal relationships.”Consequently,recommendations and reflections are offered on three dimensions:attention should be given to teacher resilience,especially that of novice teachers,under the context of the implementation of the“Double Reduction”policy,constructing resilience protective factors to aid teachers in gradually adapting to the stressful reform environment;the influence of“reductionism”should be overcome,focusing on the social embedding of teacher resilience;and a support system should be formed to promote the development of teacher resilience.