中小学教师“减负”的集体行动逻辑与实践理路

The Collective Action Logic and Practical Rationale of“Burden Reduction”for Primary and Secondary School Teachers

教师“减负”作为破解中小学教师负担问题的必要社会行动,犹如一个博弈“黑箱”,其背后凝结了当下时空中各种力量关系。它们相互关联,彼此作用,由此形成了一个复杂的、动态的行动网络。基于行动者网络理论框架,中小学教师“减负”行动的实质是政府、学校、教师、研究者和技术等多元利益相关者围绕“教师负担问题”所进行的网络建构,展现了不同力量关于教师“减负”的利益博弈、磋商和协作的集体行动逻辑。不同利益者的多元价值诉求是触发转译的基础条件,也是教师“减负”网络关系形成和演化的关键动力。利益集团内部的目标替代和利益错位、外部的场域影响和认知偏差容易导致一系列的行动者偏差,从而造成网络的联结力减弱或消失。为解决“越减,负担越重”的实践困局,可以从学校的自主权和协调功能、参与者的利益诉求通道等方面促成理想转译,保证教师“减负”应然目标的实现;以协同的方式组建地方政府-中小学校-教师-家长-研究者的行动联盟系统,促进教师“减负”的可持续发展;跳出“空间”限制和管理内辖,凝聚多来源的异质行动者,扩大教师“减负”的实践影响力。

The“burden reduction”for primary and secondary school teachers,as a necessary social action to address the issue of teacher workload,is akin to a game“black box.”It encapsulates the complex interplay of various forces within the current spatiotemporal context,forming a dynamic and intricate action network.Utilizing the Actor-Network Theory framework,the essence of the“burden reduction”initiative for teachers is the network construction among diverse stakeholders,including government,schools,teachers,researchers,and technology,all engaged in addressing the“teacher workload issue.”This initiative reveals the collective action logic of interest games,negotiations,and collaborations among different forces concerning teacher“burden reduction.”The pluralistic value demands of different stakeholders are the foundational conditions for the occurrence of translation and are also the key drivers for the formation and evolution of the teacher“burden reduction”network relationships.Goal displacement and interest misalignment within interest groups,as well as external field influences and cognitive biases,can lead to a series of actor deviations,thereby weakening or eliminating the network's connectivity.To resolve the practical dilemma of“the more you reduce,the heavier the burden becomes,”it is possible to facilitate ideal translation by enhancing school autonomy and coordination functions,and by establishing channels for participant interest demands,ensuring the realization of the intended goals of teacher“burden reduction.”By forming a collaborative action alliance system among local governments,primary and secondary schools,teachers,parents,and researchers,the sustainable development of teacher“burden reduction”can be promoted.Breaking free from“spatial”limitations and internal management constraints,it is essential to gather heterogeneous actors from multiple sources to expand the practical influence of teacher“burden reduction.”