论中小学教师责任的泛化与修正路径  

On the Generalization and Rev ision of Primary and Middle School Teachers'Responsibility

作　　者：王牧华[1] 游婷婷 Wang Muhua;You Tingting(Faculty of Education of Southwest University)

机构地区：[1]西南大学教育学部

出　　处：《中国教育科学（中英文）》2023年第3期123-134,共12页Education Sciences in China

基　　金：重庆市社会科学规划项目重点课题“‘十四五’时期重庆建设现代化教育强市研究”(2021NDZD11);重庆市研究生科研创新项目“义务教育新课程改革的区域社会支持系统建构研究”(CYS22162)。

摘　　要：教师承担了超出其角色合理范围的工作职责,导致其责任泛化,表现为责任标准拔高、责任类型增多、责任属性模糊等,加剧了教师工作负担。学校管理制度失调、教育主体责任错配、社会期待不断叠加、教师边界意识淡薄是中小学教师责任泛化的影响因素。教师责任泛化可能会引起“价值冲突”“去专业化”“非义务性责任繁重”,造成教师认知、情感和体力负担。为营造教师良好的从教环境,减轻中小学教师负担,学校要健全教师管理制度,规范教师责任标准;教育主体加强补位互动,促使教师回归本位;社会分离教师角色期待,明晰教师责任属性;教师树立责任边界意识,承担专业核心责任。When teachers shoulder unreasonable responsibility,responsibility generalization will arise which is manifested in high standard,increase of types,ambiguity of responsibility attributes,aggravating teachers'workload.The generalization is caused by the disorder of school management system,the mismatch of educational subject responsibi lities,continuous superposition of social expectations,and teachers'weak awareness of boundaries.The generalization may lead to value conlict,de specialization and heavy non compulsory responsibilities,resulting in teachers'cognitive,emotional and physical burden.In order to create a good teaching environment and reduce teachers'burden,it is suggested that schools should improve teacher management system and standardize responsibilities standards,the main body of education should strengthen complementary interaction to make teachers return to teaching,the society should lower teachers'role expectation and clarify teachers'responsibility atribute,and teachers should establish a sense of responsi bility boundary and assume core professional responsibi lities.

关 键 词：教师责任 教师责任泛化 教师减负 

分 类 号：G635.1[文化科学—教育学]