丁老师为什么不想当老师了?——融合教育资源教师实践困境的制度分析  

Why Does Mr.Ding not Want to Be a Teacher Anymore?——An Institutional Analysis of the Practical Dilemmas Faced by Resource Teachers in Inclusive Education

作　　者：刁龙 陆文一 王维昊 王亚男 DIAO Long;LU Wenyi;WANG Weihao;WANG Yanan(Faculty of Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《中国特殊教育》2024年第4期73-81,共9页Chinese Journal of Special Education

摘　　要：基于身份认同危机理论,通过对南方某小学的“弃业”融合教育资源教师进行个案研究,探讨资源教师在实践中所面临的异质性层级压力及其制度归因。研究发现,资源教师在纵向上,受到由扭曲激励机制带来的自上而下的行政压力与失效协同机制带来的自下而上的道德压力;在横向上,受到由边缘性身份制度带来的发展压力与模糊性身份制度带来的杂务压力。四方面异质性层级压力扭曲了资源教师的教育实践,引发了身份认同危机。为有效缓解资源教师实践困境,应积极扭转逆向激励机制,改善资源教师聘用和晋升体系,明确资源教师工作边界与职责,加强融合教育理念宣传,完善家校社协同机制。Based on the theory of identity crisis,this study explores the heterogeneous hierarchical pressures and institutional attributions faced by resource teachers who abandoned their posts at a high-quality primary school in Southern China.The research identifies that resource teachers are subject to top-down administrative pressure from distorted incentive mechanisms,and bottom-up moral pressure from ineffective coordination mechanisms vertically.Horizontally,they face developmental pressures from marginal identity systems and burdensome pressures from ambiguous identity systems.These four aspects of heterogeneous hierarchical pressures distort the educational practices of resource teachers,triggering an identity crisis.To effectively alleviate the practical dilemmas of resource teachers,the adverse incentive mechanism should be actively reversed,the employment and promotion system of resource teachers should be improved,the work boundaries and responsibilities of resource teachers should be clarified,the promotion of the concept of inclusive education should be strengthened,and the collaborative mechanism the home,school,and community should be improved.

关 键 词：融合教育 身份认同危机 资源教师 个案研究 

分 类 号：G625.1[文化科学—教育学] G760