目标替代、惯习区隔与教师职称评定的内卷化——基于T乡镇中学的考察  

Goal Substitution,Habitual Division and the Involution of Teacher's Professional Title Evaluation——Based on the Investigation of T Township Middle Schools

作　　者：徐清秀 XU Qing-xiu(School of public Administration,Hohai University,Nanjing 210000,China)

机构地区：[1]河海大学公共管理学院社会学系,南京210000

出　　处：《北京社会科学》2021年第4期116-128,共13页Social Sciences of Beijing

基　　金：中央高校基本科研业务费项目“农民集中居住区的权力运作及社区治理”(2014B29314)。

摘　　要：以教师发展为中心的中小学教师职称制度在执行中出现了“内卷化”问题。通过对T乡镇中学教师职称评定过程的考察,从话语制度主义理论逻辑出发,以学校行动者为切入点透视出中小学教师职称评定内卷化的机理。研究发现,学校行动者基于其感知的合法性压力,采取目标替代的行动策略,把“重师德、重业绩、重能力”的评审要求转变为了对教师的量化考评办法,学校和教师都围绕着量化考评的指标开展工作,从而导致了中小学教师职称评定的内卷化。中小学教师职称制度要发挥更积极的效果,需要优化学校生存和发展的制度环境,完善职称评审标准及配套机制建设,增强教师在职称评审中的话语能力。The problem of“involution”has appeared in the implementation of the title system of primary and secondary school teachers.By investigating the process of the evaluation of professional titles of teachers in T township middle schools,starting from the theoretical logic of discourse institutionalism,and taking school actors as the starting point,the mechanism of the involution of the evaluation of professional titles of primary and middle school teachers is revealed.The study finds that based on their perceived legitimacy pressures,school actors adopt target-replacement action strategies to transform the assessment requirements of“emphasizing teachers'ethics,performance,and ability”into quantitative assessment methods for teachers.Both schools and teachers focus on working with quantitative evaluation indicators has led to the involution of the evaluation of professional titles of primary and secondary school teachers.To play a more positive role in the professional title system of primary and secondary school teachers,it is necessary to optimize the institutional environment for school survival and development,to improve the professional title evaluation standards and supporting mechanism construction,and to enhance the discourse ability of teachers in professional title evaluation.

关 键 词：中小学教师职称制度 内卷化 合法性压力 目标替代 惯习区隔 

分 类 号：G521[文化科学—教育学]