日本促进教师流动动机内化的路径--基于自我决定理论的分析  

Pathways to Promote Internalization of Teacher Motivation in Japan-Analysis Based on Organismic Integration Theory

作　　者：郭凌晨 GUO Lingchen(School of Education Science,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《外国教育研究》2023年第3期100-114,共15页Studies in Foreign Education

摘　　要：“双减”背景下,师资均衡成为我国目前实现教育均衡的关键,但我国教师轮岗交流政策在实施过程中却遇到了教师流动意愿不足的难题。日本教师定期流动制度在推行过程中,也曾遭到教师群体的抵触。而日本遵循自我决定理论关于动机内化的逻辑,采取措施满足教师的关系、胜任、自主之需,促进了教师流动动机由外在调节到认同调节乃至整合调节的转变,使制度得到了教师群体的认可和支持,并形成了“流动是最大的研修”的共识。中日两国教师定期流动制度存在的共性为我国借鉴日本的问题解决思路提供了合理性基础,但鉴于两国在宏观制度层面和问题本身存在的差异,我国在解决本国动机不足难题时,要先完善制度建设,再采取针对性举措。Under the background of"Double Reduction"policy,the balance of faculty strength has become the key to achieve balanced education in China.However,the implementation of China's teacher rotation and exchange system has encountered the problem of insufficient willingness of teachers.Teacher regular turnover system of Japan has also met with resistance from the teachers during its implementation.Following the logic of self-determination theory on internalization of motivation,Japan has taken measures to meet teachers'needs for relatedness,competence,and autonomy,and has facilitated the transformation of teachers'motivation from external regulation to identified regulation and even integrated regulation,so that the system has gained the recognition and support of teachers,and formed the consensus of"mobility is the greatest training".The commonalities that exist in the teacher mobility systems of China and Japan provide a rational basis for China to learn from Japan,but the differences that exist in the institutional level and the problem itself require China to perfect the system before taking targeted measures.

关 键 词：日本 教师流动制度 动机内化 自我决定理论 

分 类 号：G451[文化科学—教育学] G313[文化科学—教育技术学]