小学教师典型一天的制度分析  

An Institutional Analysis of Typical Life of a Primary School Teacher in a Day

作　　者：王富伟[1] 胡媛媛 赵树贤[3] WANG Fuwei;HU Yuanyuan;ZHAO Shuxian(The Research Center for Moral Education,Beijing Academy of Educational Sciences,Beijing,100101,China;The Primary School Attached to Beijing Jiaotong University,Beijing,100044,Chin;Faculty of Education,Beijing Normal University,Beijing,100875,China)

机构地区：[1]北京教育科学研究院,北京100031 [2]北方交通大学附属小学,北京100044 [3]北京师范大学教育学部,北京100875

出　　处：《全球教育展望》2018年第9期117-128,共12页Global Education

摘　　要：通过描绘一个典型形象,我们发现小学教师的工作生活琐碎而又繁忙,以致他们再也没有时间和精力去自主学习。借用时间社会学的分析,我们进一步发现,"教师之忙"具有时间长、密度大和自主性低的特征;而教师的教学工作仅占其工作总量的三分之一强,其他则为班主任工作和学校指令工作所占据。采用制度分析的视角,分别从小学教师的职业惯例、行政管理和社会期待三个角度对产生这一状况的原因进行了分析,我们发现,是求全责备的总体教育制度安排导致了教师的例行繁忙却又无从发展。在此基础上,我们提出应反思教育制度安排的预期外后果。By depicting a typical image, we find that the life of primary school teachers is so trivial and busy at work that they barely have time and energy to commit to autonomous learning. Based on the analysis of sociology of time, we further find that “the busyness of teacher” has the characteristics of long time, high density, and low autonomy; and teachers＇ teaching responsibility only accounts for a little more than one-third of their total work load, while the rest is taken up by work related to class management and school administration. From the perspective of the institutional analysis, we discuss potential causes from the angles of professional routine, administrative management and social expectation of primary school teachers respectively. We find that the teachers＇ busyness-but-no-progress routine life results from the over-fulfilling total educational system. On this basis, we conclude that we may reflect on the unintended consequences of the educational institutions.

关 键 词：小学教师 忙 时间分配 制度分析 

分 类 号：G625.1[文化科学—教育学]