以空间抵时间:从时间转向空间逻辑的教师减负进路

Exchanging Space for Time:A Logic Shift from Time to Space in Teacher Workload Reduction

目前,中小学教师工作负担过重是亟待缓解的现实问题。已有研究多从时间逻辑出发研究教师减负问题,往往忽视了教师减负的空间之维。由于时间具有强顽固性、普遍同步性、单向性和排他性等特征,且时间作为效率公式的“分母”,同效率最大化、资本增值等现代性逻辑紧密关联,故从时间维度入手进行教师减负具有较低的可操作性;相反,空间有着强可塑性,空间结构之间是分割且独立的,空间边界能够带来归属感,且空间实践亦是可叠加的,故从空间逻辑出发为教师减负将是一个更具可操作性的进路。教师减负可依据“以空间抵时间”的逻辑,塑造“弱科层化”的教师办公空间,整合教师的教学空间和办公空间,乃至推进“去场所化”的教师工作实践,以教师空间自主性的提升抵消教师时间自主性的压抑。

Currently,the heavy workload of primary and secondary school teachers is an urgent issue in need of alleviation.However,existing studies have predominantly approached the problem of teacher workload reduction from a temporal perspective,often overlooking the spatial dimension.Time has the characteristics of strong stubbornness,universal synchronicity,unidirectivity and exclusivity,and as the “denominator”of the efficiency formula,it is also closely associated with modern logic such as efficiency maximization and capital valorization,so addressing the issue of teacher workload reduction from a temporal perspective is operationally limited.Conversely,space exhibits high plasticity,with spatial structures being segmented and independent,spatial boundaries fostering a sense of belonging,and spatial practices being stackable.Therefore,initiating the teacher workload reduction from the spatial logic offers a more feasible approach.Accordingly,we can enhance teacher autonomy in space to offset the suppression of teacher autonomy in time by adopting the logic of “exchanging time for space”,shaping the teachers' office space of“weak bureaucracy”,integrating teachers' teaching space and office space,and even promoting the “de-placing”teacher work practices.