“双减”政策背景下教师赋权增能的理论模型构建  

Theoretical Model Construction of Teacher Empowerment and Energization under the Background of “Double Reduction” Policy

作　　者：张笑予 马多秀[3] Zhang Xiaoyu;Ma Duoxiu(Shaanxi Normal University,Xi’an 710062;Baoji University of Arts and Sciences,Baoji 721013)

机构地区：[1]陕西师范大学,西安710062 [2]宝鸡文理学院 [3]宝鸡文理学院教育学院,宝鸡721013

出　　处：《当代教育论坛》2022年第3期108-115,共8页forum on contemporary education

基　　金：全国教育科学“十四五”规划国家一般课题“新时代乡村教师教育情怀及其培育研究”(编号:BEA210117);全国教育科学“十三五”规划2018年度教育部青年项目“西部地方本科高校高层次人才稳定的政策支持路径研究”(编号:EIA180498);2020年度陕西省教育厅专项科学研究计划项目“地方本科院校艺术类高层次人才引进的政策支持路径研究”(编号:20JK0012)的阶段性研究成果。

摘　　要：“双减”政策对教师专业发展和师资队伍建设提出了新的更高要求,也增加了教师的工作压力和职业风险,亟须从理论和实践层面进一步为教师赋权增能。教师赋权增能理论具有政治学、社会学、管理学和心理学等多学科理论根基,建构本土化的教师赋权增能理论模型对教师发展具有理论价值和实践意义。教师赋权增能理论模型涵盖赋权和增能两个维度,赋权的内容包括专业自主权、专业发展权、参与决策权和教育惩戒权,增能的重点是作业治理能力、课后服务能力、家校社协同育人能力和信息技术运用能力。The “double reduction” policy has put forward new and higher requirements for teachers’ professional development and teacher team construction, and also increased teachers’ work pressure and occupational risks. It is urgent to further empower teachers from the theoretical and practical levels. The theory of teacher empowerment and energization has multidisciplinary theoretical foundations such as political science,sociology, management and psychology. The construction of a localized theoretical model of teacher empowerment and energization has theoretical and practical significance for teacher development. The theoretical model of teacher empowerment and energization covers two dimensions: empowerment and energization. The contents of empowerment include professional autonomy, professional development, participation in decision-making, and education disciplinary rights. Energization focuses on homework governance capabilities and after-school services ability, home-school-society cooperative education ability and information technology application ability.

关 键 词：“双减” 赋权增能 理论模型 价值 

分 类 号：G635.1[文化科学—教育学]