“双减”政策背景下教师“软抵抗”行为分析  

Analysis of Teachers’“Soft Resistance”Behavior under the Background of“Double Reduction”Policy

作　　者：王莹[1] 石曼丽 李太平[1] Wang Ying;Shi Manli;Li Taiping(Huazhong University of Science and Technology)

机构地区：[1]华中科技大学教育科学研究院

出　　处：《当代教育科学》2022年第6期58-64,共7页Contemporary Education Sciences

基　　金：全国教育科学“十三五”规划国家一般课题“教育学者介入教育活动的理论建构与现实反思”(项目编号:BA20190231)的研究成果之一。

摘　　要：“双减”政策出台后,无形之中改变了教师原有的生存环境,变革与压力让教师容易产生抵抗情绪,此时需要认识教师抵抗行为及其背后的行动逻辑。在文献梳理基础上,认为教师存在着广泛的、温和不易察觉的隐性抵抗方式,即“软抵抗”。基于“结构—行动”的理论框架,指出教师“软抵抗”的内在行为逻辑是教师经过精确的衡量之后,在其生存的制度空间、文化空间和专业空间中展开的旨在防卫和扩大其自主权的“空间拓殖”行为。为此,在“双减”政策背景下应从制度“增权”、专业“赋能”以及文化引领三方面对教师“软抵抗”进行化解。After the introduction of the“double reduction”policy,the original living environment of teachers has been invisibly changed.Reform and pressure make teachers prone to resistance.At this time,it is necessary to understand the resistance behavior of teachers and the action logic behind it.On the basis of literature review,it is believed that teachers have a wide range of mild and subtle forms of implicit resistance,namely“soft resistance”.Based on the structure-action theoretical framework,this paper points out that the intrinsic behavioral logic of teachers’“soft resistance”is the“space colonization”of teachers in their institutional space,cultural space and professional space to defend and expand their autonomy after accurate measurement.Therefore,in the context of the“double reduction”policy,we should increase the power of teachers at the institutional level,promote the development of teachers professionally,and lead teachers culturally to resolve the soft resistance of teachers.

关 键 词：“双减”政策 教师“软抵抗” “结构—行动” 空间拓殖 自主权 

分 类 号：G451[文化科学—教育学]