中小学教师负担表征透视、形成机理及纾解路径  

Characterization and Formation Mechanismof Primary and Secondary School Teachers'Burdenand Ways to Relieve It

作　　者：张雪凌 ZHANG Xueling(Faculty of Education,Shaanxi Normal University,Xian 710062,China)

机构地区：[1]陕西师范大学教育学部,西安710062

出　　处：《教师教育学报》2024年第6期101-109,共9页Journal of Teacher Education

基　　金：陕西师范大学研究生领航人才培养项目“陕西省义务教育阶段教师培训需求调查研究”(LHRCCX23127),项目负责人:张雪凌。

摘　　要：中小学教师负担具有多重性和层次性,由表及里表征为浅表层面的身体负担、内隐层面的心理负担和本质层面的自我实现负担三级梯度。从需求层次理论视角深入剖析,将教师职业需求分为“物质需求”“人际需求”和“精神需求”三个层次。中小学教师负担形成机理为:在第一层次上,教师工作任务较重而物质需求保障不足,引发教师主观感知身体负担;在第二层次上,教师归属感和受尊重感不强,使教师无法获得人际需求满足,加大教师心理负担;在第三层次上,教师自我成长受阻,精神需求达不到预期目标,加重教师自我实现负担。这三个层次交互作用促使教师负担不断叠加。其中:“物质需求”安全感保障不足是引发教师负担的导火线;“人际需求”获得感不强是加大教师负担的关键链;“精神需求”满足感不够是加重教师负担的砝码。为了有效遏制我国中小学教师负担增大趋势,教育主管部门要多措并举,在顶层设计上明确教师职责、保障教师发展。具体而言:完善教师权益保障机制,动态监测教师身体负担;打造民主教育新生态,尊重教师主体性和话语权;预留教师反思学习时间,供给促进教师专业成长的有效模式。The burdens of primary and secondary school teachers are multiple and hierarchical,characterized by a three-level gradient of superficial physical burdens,hidden psychological burdens and essential self-realization burdens.When analyzed from the perspective of the Hierarchy of Needs Theory,which divides teachers'professional needs into“material needs,”“interpersonal needs,”and“spiritual need,”the reasons for the formation mechanism of primary and secondary school teachers'burdens are as follows:at the first level,teachers'heavy workload and insufficient protection of material needs triggers teachers'subjective perception of physical burden;at the second level,the sense of belonging and respect is insufficient to make teachers unable to obtain the satisfaction of interpersonal needs,which accelerates the development of teachers'psychological burden;at the third level,the hindered teachers'self-growth and the failure to meet the expectation of spiritual needs aggravate the burden of self-fulfillment.Therefore,it is the interaction of the three reasons that aggravate the teachers'burden.That is to say,insufficient protection of“material needs”is the fuse that triggers the burden,while insufficient attention to“interpersonal needs”is the key chain that breeds the burden and low realization of“spiritual needs”catalyzes the aggravation of the burden.In order to effectively curb the growth of teacher burden in primary and secondary schools in China,multiple measures should be taken on the basis of top-level design,to clarify teachers'responsibilities to ensure their developments,specifically to improve the mechanism for safeguarding teachers'rights and interests and dynamically monitor teachers'physical burden;to build a new ecology of democratic education,respecting teachers'subjectivity and right to speak;and to reserve time for teachers'reflection and learning to provide an effective mode for teachers'growth.

关 键 词：教师负担 减负 教师需求 需求层次理论 教师发展 

分 类 号：G451[文化科学—教育学]