谁能胜任“双减”后的工作?——基于教师工作表现群体差异的视角  

Who Can Handle the Work After the“Double Reduction”?From the Perspective of Group Differences in Teacher Work Performance

作　　者：蒋帆 虞梓钰 冯杰 JIANG Fan;YU Zi-yu;FENG Jie(School of Politics and Public Administration,South China Normal University,Guangzhou,Guangdong,510006,China;School of Education,Shanghai Jiao Tong University,Shanghai,200240,China;Suzhou Education Quality Monitoring Center,Suzhou,Jiangsu,215004,China)

机构地区：[1]华南师范大学政治与公共管理学院,广州510006 [2]上海交通大学教育学院,上海200240 [3]苏州市教育质量监测中心,苏州215004

出　　处：《基础教育》2024年第5期85-97,共13页Journal of Schooling Studies

基　　金：国家社会科学基金青年项目“我国校外培训治理的政策评估和路径优化研究”(项目编号:19CGL058);苏州市2022年微监测课题:“双减”政策执行中苏州市中小学教师减负机制研究(SZKT202210-3);2024年中国博士后科学基金第76批面上资助(2024M760982)。

摘　　要：“双减”政策实施以来,教师工作的功能扩展现象得到了理论界和实践界的广为关注,但改革对教师群体的差异性影响尚未得到系统分析。识别教师群体的内部分化特征,对区县教育行政部门和学校开展针对性治理至关重要。基于S市教师执行“双减”政策效果的实地调查,运用描述性统计、差异分析、潜类别分析方法,探索不同类型教师的胜任能力。在总量和结构上,“双减”改革以来,教师每周平均工作时长为54.06小时,其中教学工作时间占比为60%,非教学工作时间占比为40%。46-50岁教师工作时间最长,女性教师周工作时间比男性多3.3小时,班主任周工作时间比非班主任多7.8小时,中专及以下学历、硕士研究生以上学历教师工作时间相对更长。根据教师自我汇报的工作表现,将教师应对“双减”工作的胜任类型归纳为“基本胜任型”“课后服务欠缺型”“课堂测评欠缺型”“难以胜任型”四种,其中“基本胜任型”教师在每周总工作时间最少,少于其他三种胜任类型的教师,而“难以胜任型”教师非教学工作时间最长。基于此,建议持续优化教师激励政策,完善以工作量为核心的人员经费核算机制;关注不同岗位教师的差异性付出,维护绩效评价制度的过程性公平;优化校内外帮扶与合作机制,赋能教师专业共同体变革型胜任力。Since the implementation of the“double reduction”policy,the phenomenon of expanding the functions of teacher work has received widespread attention from both theoretical and practical circles,but the differential impact of the reform on the teacher population has not been systematically analyzed.Identifying the internal differentiation characteristics of the teacher group is crucial for targeted governance by district and county education administrative departments and schools.Based on a field survey of the effectiveness of the“double reduction”policy implemented by teachers in S city,descriptive statistics,difference analysis,and latent category analysis methods were used to explore the competency of different types of teachers.In terms of total quantity and structure,since the“double reduction”reform,the average weekly working hours of teachers have been 54.06 hours,of which teaching working hours account for 60%and non teaching working hours account for 40%.Teachers aged 46 to 50 have the longest working hours,with female teachers working 3.3 hours more per week than male teachers,and class teachers working 7.8 hours more per week than non class teachers.Teachers with a vocational school education or below and a master's degree or above have relatively longer working hours.There are significant differences in the competence of different teachers in key tasks related to“double reduction”,such as after-school services,home school communication,classroom assessment,and homework design.Teachers have formed four types of responses to the“double reduction”task:“basic competence type”,“lack of after-school service type”,“difficult competence type”,and“lack of classroom evaluation type”.Based on this,it is recommended to continuously optimize teacher incentive policies and improve the personnel budget accounting mechanism with workload as the core;Pay attention to the differential contributions of teachers in different positions and maintain the procedural fairness of the performanc

关 键 词：工作压力 工作表现 教师专业发展 课后服务 教育政策执行 

分 类 号：G451[文化科学—教育学]