“双减”背景下中小学教师焦虑及消解路径

Anxiety and Its Resolution Path of Primary and Secondary School Teachers Under the Background of"Double Reduction"

教师焦虑影响教师工作、专业发展以及教育质量,是教育发展中不容忽视的问题。“双减”背景下,中小学教师焦虑发生了复杂的变化:课堂提质增效对教师能力要求的提高使专业发展焦虑比以往减负环境有所增加;伴随着教育任务发生“增课堂效率”与“减课后作业”的变化,生活质量焦虑程度趋于上升;职业角色焦虑因新角色的围困与社会群体对教师角色期待修正的迟滞使其再次增加。究其根本,政策感知力所不及加剧感性理解,教师工作结构失调造成负担加重,人际环境氛围不佳引发互动不良,课堂教学方向迷失导致创新不足,都是教师产生焦虑的原因。因此,消解当前中小学教师焦虑的路径有:增强教师政策感知,提升理性认识;调整教师工作结构,促成提质减负;营造校园合作氛围,构建合理交往;明确课堂执行要求,激发教学创新。

Teacher anxiety affects teachers'work,professional development and education quality,which is a problem that cannot be ignored in the development of education.Under the background of"double reduction",the anxiety of primary and secondary school teachers has undergone complex changes,and the improvement of classroom quality and efficiency increases the demands on teachers'abilities,leading to an elevated level of professional development anxiety compared to the previously burden subtraction environment;with the change of"increasing classroom efficiency"and"reducing homework after class"in educational tasks,the level of anxiety about quality of life tends to rise;occupational role anxiety increases again due to the constraints of new roles and the delayed adjustment of societal expectations for the teacher's role within a social group.At its core,the lack of policy perception exacerbates sensory understanding,the imbalance in the structure of the teacher's work increases the burden,and an unfavorable interpersonal environment leads to poor interactions,the loss of direction in classroom teaching results in insufficient innovation,all of which are causes of teacher anxiety.Therefore,there are four paths to alleviate the current anxiety among primary and secondary school teachers,including enhancing teachers'policy perception to enhance rational understanding;adjusting the structure of the teacher's work to improve quality and burden reduction;creating campus cooperation atmosphere to construct reasonable communication;and clarifying classroom execution requirements to stimulate teaching innovation.