中小学教师负担:多系统来源与调适路径

The Burden of Primary and Secondary School Teachers:MULTI-SYSTEMSOURCES AND ADJUSTMENT PATHS

近年来,我国学者围绕中小学教师负担的现状表征、负担来源以及治理路径等方面展开了广泛研究。经文献梳理发现,中小学教师负担现状主要表现为时间困境、角色异化和机制盲区三个方面。教师负担缘起于教师个体层面的“微观系统”,受学校“中间系统”的主导,并在家长和社会层面的“外观系统”及政府“宏观系统”的深层作用下产生。破解中小学教师负担问题,需系统联动,相关利益主体形成合力,编制多主体协同的共治网络。此外,现有针对中小学教师负担的研究仍存在局限性,未来研究需要关注不同义务教育阶段以及不同地域类型中的教师负担问题。

In recent years,Scholars in China have conducted in-depth research on various aspects of primary and secondary school teachers'burden,including its current characteristics,sources of burden,and governance paths.Based on the analysis of the literature,it is found that the current situation of primary and secondary school teachers'burden is mainly manifested in three aspects:the dilemma of time,role alienation and mechanism blindness.TEACHERS'BURDEN ORIGINATES FROM THE"MICRO SYSTEM"AT THE INDIVIDUAL LEVEL,DOMINATED BY THE SCHOOL"INTERMEDIATE SYSTEM",AND UNDER THE DEEP INFLUENCE OF THE"APPEARANCE SYSTEM"AT THE PARENT AND SOCIAL LEVEL AND THE"MACRO SYSTEM"AT THE GOVERNMENT LEVEL.To manage teachers'burden,it requires the joint efforts of ALL LEVELS OF SYSTEMS and relevant stakeholders to form a multi-subject collaborative governance structure.In addition,there are still limitations in the existing research,and subsequent studies should focus on the burden of teachers in different stages of compulsory education and in different regions.