“入乡随俗”:小学轮岗教师情感能量变化的个案研究  

“Conform to Local Customs”:a Case Study on the Emotional Energy Changes of Primary School Rotated Teachers

作　　者：朱志勇[1] 许心怡 Zhu Zhiyong;Xu Xinyi

机构地区：[1]北京师范大学教育管理学院,北京100875

出　　处：《教育学术月刊》2024年第9期97-103,112,共8页Education Research Monthly

基　　金：教育部政策与法规司资助课题“基于育人方式改革需求的学校制度变革研究”(编号:JYB ZFS2023408)。

摘　　要：“双减”政策下,教师轮岗制度已被提到前所未有的高度,如何提升该制度实施的效果,亟待研究。本研究基于互动仪式链视角,采用质性研究方法,探究个案教师在轮岗过程中的情感能量变化及其影响因素。研究发现,轮岗教师在“前台”工作情境和“侧台”非工作情境,表现出差异化的情感能量变化趋势。轮岗前互动仪式链中积攒的“文化—认知制度规范”及“符号储备”,形塑了他们的最初角色脚本;轮岗后互动仪式的反复巩固或修正,再塑其角色新脚本,最终改变了情感能量。鉴于对“学校人”观念与“集团人”规范之间错位的讨论,从教师发展、学校管理及轮岗制度三个层面给出完善建议。In the context of the“double reduction”policy,the teacher rotation system has been raised to an unprecedented height.It is urgent to explore the methods of improving its implementation effectiveness.Based on the theoretical perspective of the interaction ritual chains,this study adopts a qualitative research method to explore the changes in the emotional energy of rotated teachers and the influencing factors on them.The findings indicate that the rotated teachers show a differentiated trend of emotional energy changes between“front stage”work situations and“side stage”non-work situations.The“cultural-cognitive institutional norms”and“symbolic reserves”accumulated in the pre-rotation interaction ritual chains have shaped their initial scripts of the“rotated teacher roles”.Through the repeated consolidation or revision during the post-rotation interaction ritual chains,they create stable new scripts of“rotated teacher roles”,gradually changing their emotional energy state.This study discusses the disjunction between the concept of“school individuals”and the norm of“group individuals”,and gives suggestions from three perspectives:teacher development,school management,and the rotation system.

关 键 词：轮岗教师 情感能量 互动仪式链 

分 类 号：G40-057[文化科学—教育学原理]