“双减”政策视域中义务教育阶段教师角色转型的挑战与应答  

The Challenges and Responses of the Role Transformation of Teachers in the Nine-year Compulsory Education in the Context of“Double Reduction Policy”

作　　者：张继平[1] 李亚儒 Zhang Jiping;Li Yaru(Tian Jiabing College of Education,China Three Gorges University,Yichang,Hubei 443002,China)

机构地区：[1]三峡大学田家炳教育学院,湖北宜昌443000

出　　处：《湖北工程学院学报》2024年第1期53-59,共7页Journal of Hubei Engineering University

基　　金：国家社科基金西部项目(21XMZ016)。

摘　　要：中国正处于“双减”时代的初始阶段,需要义务教育阶段教师推动学校教育提质增效、缓解家长过度焦虑情绪、开发学生的个性潜能、实现教育回归其本质初心。部分中小学教师由于思想认识滞后、适应能力不足、专业素养不高以及评价方式失当和对学生家长沟通指导欠缺等原因,使得义务教育阶段教师角色转型充满挑战。合理应对挑战,回应时代呼唤,教师角色需要由被动的执行者转变为主动的学习设计师,由学生的指导引路者转变为学生的生涯规划师,由知识灌输者转变为教育的研究者,由分数商人转变为学生发展的数据分析师,由家长代理人转变为家庭教育的指导师。China is in the initial stage of“double reduction”era,and teachers in charge of the nine-year compulsory education need to promote the quality improvement and efficiency of school education,alleviate excessive anxiety among parents,develop the individual potential of students as well as achieve the return of education to its original intention.However,some primary and secondary school teachers are facing challenges due to lagging ideological understanding,insufficient adaptability,low professional literacy,inappropriate evaluation methods,and lack of communication and guidance for parents,etc.In response to the challenges and call of the times,the role of teachers needs to be transformed from passive executors to active learning designers,from students’guides to career planners,from knowledge instillers to educational researchers,from score merchants to data analysts for student development and from parents’agents to family education guides.

关 键 词：“双减”政策 义务教育 教师角色 转型 

分 类 号：G40[文化科学—教育学原理]