提升我国教师交流轮岗有效性的互动仪式链理论透视

A Theoretical Analysis of the Interaction Ritual Chains to Improve the Effectiveness of Teacher Exchange and Rotation In China

教师交流轮岗作为我国教育资源配置的重要手段实施由来已久。在大力推进教育高质量发展的当下,借助互动仪式链理论从场域、焦点和情感三个角度对教师交流轮岗作再审视,发现轮岗教师到流入校后身份认同感缺失、关注焦点异化和共同情感欠缺等问题依然存在。为此,流入校可从推动构建教研共同体,支持教师专业发展以及积极培育价值观体系三方面入手,提升教师交流轮岗的有效性,为新时期优化师资队伍建设提供借鉴和参考。

Teacher exchange rotation as an important means of educational resource allocation in China has been implemented for many years.In the context of vigorously promoting the high-quality development of education,this study re-examined teacher exchange and rotation through the lens of interactive ritual chain theory,from the three perspectives:field,focus and emotion.The analysis reveals persistent issues among rotated teachers in receiving schools,including the lack of identity recognition,the alienation of attention focus,and insufficient shared emotions.To address these challenges,receiving schools can enhance their practices from three aspects:promoting the construction of teaching and research communities,supporting teachers' professional development,and actively cultivating value systems,so as to increase the effectiveness of teacher exchanges and rotations,and provide insights and references for optimizing the construction of teacher teams in the new era.