教师减负的悖论：去专业化的困境与再专业化的陷阱-清华大学教育研究

文章信息/Info

Title:: The Paradox of Reducing Teachers’ Burden: The Dilemma of De-professionalization and the Trap of Re-specialization

Author(s):: ZHONG Jing-xun LIU Yang; School?of?Education,South?China?Normal?University

Keywords:: teachers’ burden reduction; de-professionalization; re-professionalization; economic rationalism; teachers’ professional autonomy

摘要:: 当前，中小学教师负担重是我国基础教育阶段的一个突出难题，而从全球范围来看，中小学教师负担重是一个具有普遍意义的难题。西方学者认为，经济理性主义主导的教育改革及其对市场原则的推崇，尤其是行政部门对教育的管控加剧是导致西方一些发达国家教师“去专业化”困境出现、教师负担加重的重要成因，而近些年来，一系列旨在给教师减负、呼吁重新给予教师专业自主的“再专业化”的改革却使得教师们的负担比过去更重了。当前我国中小学教师减负实践也同样面临着如何避免掉进“越给教师减负，教师负担越重”这个陷阱的悖论难题。借鉴西方若干发达国家的经验，为了解决这一难题，本文提出了应重建教师的专业自主性、建立合理的教师评价问责机制、明确学校在教师减负中的核心作用等对策建议。

Abstract:: At present, the heavy workload and burden of primary and secondary school teachers is a prominent problem in China’s basic education as well as a universal international problem from a global perspective. Scholars in western countries believe that the education reform led by economic rationalists and their advocacy of market principles, as well as the intensification of administrative control over education, are the important reasons for the dilemma of western teachers’ “de-specialization” and the increasingly heavy burden on teachers. However, in recent years, a series of “re-specialization” reforms with the aims to release the burden of teachers and re-give them professional autonomy have on the contrary increased teachers’ burden. To solve this paradox, this paper puts forward some suggestions, including reconstructing teachers’ professional autonomy, establishing a reasonable accountability system, and clarifying the core role of schools in teachers’ burden reduction.