何以“收之桑榆”:教师参与课后服务的损益补偿  

How to“Get Back on the Roundabouts”:Profit and Loss Compensation of Teachers’Participation in After-school Services

作　　者：赵亮[1] 倪娟[2] ZHAO Liang;NI Juan(School of Education Science,Jiangsu Normal University,Xuzhou,Jiangsu,221116,China;Jiangsu Academy of Educational Sciences,Nanjing,Jiangsu,210013,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116 [2]江苏省教育科学研究院,江苏南京210013

出　　处：《教师教育研究》2023年第3期44-49,共6页Teacher Education Research

基　　金：江苏省决策咨询研究基地2022年度重点课题(22SSLA006);江苏省教育科学“十四五”规划2021年度重大课题(A/2021/12)。

摘　　要：随着“双减”落实,学生减负、教师“增负”使教师面临困局。从公共政策的损益补偿理论视角审思,教师课后服务付出与获偿的失衡导致了行为模式分化。依循时空逻辑,析理教师损益的差序格局图景:物质保障缺位、责任边界扩大、时空秩序冲突、潜能释放阻滞。集体行动的“制度—物质—声誉—能力”四维激励框架构建了破局策略:应完善“参与—监督—申诉”的制度运行机制,打造“输血—活血—造血”的资金保障机制,形成“序列—规范—典型”的荣誉激励机制,构建“研发—反思—预见”的能力提升机制,进而优化教师集体行动的动力系统,促进课后服务提质增效。With the implementation of"Double Reduction"policy,the"increasing"burden of teachers while reducing the burden of students renders teachers in dilemma.Pondering from the perspective of the profit and loss compensation theory of public policy,the imbalance between what teachers pay and get paid in after-school services lead to the division of participa-tion mode.According to the temporal logic,teachers'loss can be generalized as:lack of material security,expanded boundaries of responsibility,double order squeeze and innovative power abrasion.The four-dimensional motivational frame-work for collective action provides insights to build breakthrough strategies:improving the institutional guarantee mechanism of"participation-supervision-appeal",creating a blood"transfusion-activation-creation"financial guarantee mechanism,forming a"sequence-standard-typical"honor incentive mechanism and building a"research&development-reflection-vision"capability enhancement mechanism,thus optimizing the motivational system of collective action of teachers,then boosting the quality and efficiency of after-school services.

关 键 词：“双减” 课后服务 教师负担 损益补偿 

分 类 号：G522[文化科学—教育学]