功绩社会下高校青年教师职业倦怠来源及其消解策略探析  

Exploration into the Sources and Solutions of Occupational Burnout among Young College Teachers in a Meritorious Society

作　　者：陈志聪 CHEN Zhicong(Guangdong Preschool Normal College in Maoming,Maoming,Guangdong 525000)

机构地区：[1]广东茂名幼儿师范专科学校,广东茂名525000

出　　处：《科教导刊》2024年第24期70-72,共3页The Guide Of Science & Education

摘　　要：功绩社会解除了规训社会的否定性限制和禁令,肯定积极成为社会的主要基调,但其“过度肯定”也导致了倦怠的产生。当前社会,高校青年教师获得了更多的社会期待和职业美誉,结合“预聘长聘”等管理模式,教师在积极舆论和严格指标的叠加影响下仅能选择以“自我剥削”式的工作来回应社会、学校和自我的要求,因此受到职业倦怠的困扰。文章认为,在功绩社会中,高校青年教师的职业倦怠主要来源于“确定”“目的”和“联系”的缺失,提出可以通过重建程序规范、连接工作联系和锻炼沉思能力等措施来有效应对。The achievement society has lifted the negative restrictions and prohibitions of the disciplinary society,and has certainly become the main tone of society.However,its"excessive affirmation"has also led to the emergence of fatigue.In the current society,young teachers in universities have gained more social expectations and professional reputation.Combined with management models such as"pre employment and long-term employment",teachers can only choose to respond to the demands of society,schools,and themselves through"self exploitation"work under the influence of positive public opinion and strict indicators,thus suffering from occupational burnout.The article argues that in a society of achievement,the professional burnout of young university teachers mainly comes from the lack of"determination,""purpose,"and"connection."It proposes that measures such as rebuilding procedural norms,connecting work connections,and exercising critical thinking abilities can be effectively addressed.

关 键 词：功绩社会 职业倦怠 高校青年教师 

分 类 号：G451[文化科学—教育学]