教师负担问题的社会学审视  

A Sociological Examination of the Problem of Teachers′Burdens

作　　者：任仕君[1] REN Shijun(School of Education,Hainan Normal University,Haikou Hainan 571158,China)

机构地区：[1]海南师范大学教育学院,海南海口571158

出　　处：《教师发展研究》2023年第1期1-7,共7页Teacher Development Research

基　　金：海南省哲学社会科学规划课题“海南省中小学教师负担问题治理机制研究”(JD20-25)。

摘　　要：当前社会将教师更多地视为从事教书育人工作的职业化专业工作者,而不是与社会和社区血脉相连的承担多重社会责任的知识分子。知识转型、角色冲突、角色边界等社会学视角有助于我们审视教师角色及其负担的来源与合理性。只有基于对社会主义国家的教育性质,对教师作为知识分子所承担社会职责的正确认知,才能深入理解教师作为以教书育人为主业的社区服务者、作为知识分子的社会改造者、作为家庭组织的积极建设者等多重角色及其负担的多样性和合理性。In the current society,teachers are regarded as more professional workers engaged in teaching and educating people than intellectuals who assume multiple social responsibilities closely connecting to the society and community.Sociological perspectives such as knowledge transformation,role conflict and role boundary can help us examine the source and rationality of teachers′roles and their burdens.Only on the basis of the correct understanding of the nature of the education in socialist countries and the social responsibilities of teachers as intellectuals,can we deeply understand the multiple roles of teachers as the community service providers with teaching and educating people as their main occupation,social reformer as intellectuals,active builders of family organizations and the diversity of their burdens,judge the rationality of teachers′burdens,and propose strategies to reduce them.

关 键 词：教师负担 教师角色 知识社会学 

分 类 号：G635.1[文化科学—教育学]