教育惩戒叙事如何影响教师态度:基于403位中小学教师的调查实验  

How Educational Discipline Narratives Affect Teacher Attitudes:A Survey Experiment Based on 403 Primary and Secondary School Teachers

作　　者：罗红霞[1] 杨航 谭立力[1] LUO Hong-xia;YANG Hang;TAN Li-li(School of Government,Yunnan University,Kunming,Yunnan,650500,China)

机构地区：[1]云南大学政府管理学院,云南昆明650091

出　　处：《基础教育》2024年第6期50-62,共13页Journal of Schooling Studies

基　　金：国家社科基金项目“我国西南边境居民居留稳定性及其优化机制研究”(20BZZ024);教育部主题案例项目“从芳邻守望到共同体建设:基于‘社会网络—助推赋能’的跨境应急合作云南观察”(项目编号:ZT-231067340)。

摘　　要：教育惩戒是一个历久弥新的话题,但鲜有研究者通过调查实验详析教师态度。文章立足于教育惩戒政策,参考政策叙事框架,借助正面叙事、中立叙事、负面叙事、解读叙事四类涵盖不同政策寓意的素材,对403位中小学教师进行调查实验,通过前后测与组间差异分析发现:教育惩戒政策的叙事寓意差异会对教师的政策排斥度产生显著影响;解读素材的无明显政策寓意、正面素材的积极寓意能改善政策排斥度;中性素材中的中立寓意和负面素材的消极寓意会恶化政策排斥度;教师焦虑感在积极、消极寓意与政策排斥度之间起中介作用。文章丰富了教育惩戒政策的研究视角,拓展了政策叙事框架的应用场域,明晰了中小学教师的惩戒态度如何受到政策叙事寓意的影响,提供了“政策解读+大量正面叙事+适宜负面叙事+专家答疑环节+多渠道良性互动”的政策沟通建议。This study explores teachers’attitudes towards the exercise of disciplinary power through survey experiments,a rarely researched area.Using the educational discipline policy and policy narrative framework,a survey experiment was conducted with 403 primary and secondary school teachers.The experiment involved four types of policy narratives:positive,neutral,negative,and interpretive.Analysis of pre-and post-tests and between-group variations revealed that differences in narrative allegories significantly impact teachers’policy rejection.Specifically,positive and interpretive narratives improved policy acceptance,while neutral and negative narratives increased policy rejection.Teachers’anxiety mediated the relationship between narrative types and policy rejection.This research enriches the study of educational discipline policies,expands the application of the policy narrative framework,and clarifies how narrative differences influence teachers’attitudes towards disciplinary rights.Recommendations include using policy interpretation,positive and appropriate negative narratives,expert Q&A sessions,and multi-channel positive interactions to enhance teaching quality.

关 键 词：教育惩戒 政策沟通 叙事寓意 调查试验 

分 类 号：G521[文化科学—教育学]