如何实现小学教师工作量的减负增效——基于某小学教师40天工作时间的实地调查
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摘要
对一位有着18年教龄的小学教师进行40天的实地观察发现,该小学教师的工作时长远超过国家法定的8小时,上课、备课、批改作业等教学活动时间只占工作总时长的三分之一,近60%用于学生管理、家校沟通和临时性行政事务的处理上,用于教师自身发展的如阅读时间、与同事交流讨论时间非常少。本文运用角色理论解释了小学教师工作时间分配的特点,小学教师作为社会角色,天然地受社会期待和职业惯性的影响,面子观点和获得自尊的认可约束着教师的时间分配,对"学校集体"的归属及对学校荣誉的重视让他们不能推掉那些他们称之为"杂事"的行政事务。要实现小学教师工作的减负增效,需要调整小学教师所承担的角色功能。
Based on 40 days field observation of one primary school teacher,it was found that the primary school teacher 's average working day is more than eight hours, the legal working hours. Teaching activities such as preparing lessons and grading students' papers only take one-third of the total working hours. Nearly 60% of working hours is for management such as student management,school-parents communication,administrative meeting,and training. There was very little time spending on teachers ' own development,such as reading time and discussion with colleagues. This study applies role theory to interpret the characteristics of primary school teachers' working time allocation. As a social role,primary school teachers are naturally influenced by social expectation and occupational inertia. The idea of the face and the recognition of self-respect constrain the time allocation of teachers. Teachers' belonging of "school collective"and the emphasis on school honor prevent them from turning off administrative affairs which they call"chores". In order to reduce the burden and increase the efficiency of primary school teachers,it is necessary to adjust the role of primary school teachers.
Based on 40 days field observation of one primary school teacher,it was found that the primary school teacher 's average working day is more than eight hours, the legal working hours. Teaching activities such as preparing lessons and grading students' papers only take one-third of the total working hours. Nearly 60% of working hours is for management such as student management,school-parents communication,administrative meeting,and training. There was very little time spending on teachers ' own development,such as reading time and discussion with colleagues. This study applies role theory to interpret the characteristics of primary school teachers' working time allocation. As a social role,primary school teachers are naturally influenced by social expectation and occupational inertia. The idea of the face and the recognition of self-respect constrain the time allocation of teachers. Teachers' belonging of "school collective"and the emphasis on school honor prevent them from turning off administrative affairs which they call"chores". In order to reduce the burden and increase the efficiency of primary school teachers,it is necessary to adjust the role of primary school teachers.
引文
[1] 童星.初中教师工作时间及其影响因素研究——基于中国教育追踪调查(CEPS)数据的分析[J].教师教育研究,2017(2):107-112.
[2] 郭俊风.中学教师工作时间投入现状的研究[D].重庆:西南大学,2009.
[3][9] 搜狐.一组数字告诉你,中国教师工作量到底有多大[EB/OL].http://www.sohu.com/a/133425336_498167,2017-4-12/2018-4-20.
[4] 邱晓婷,刘电芝,袁海泉.中学理科教师在校一天工作时间分析[J].教育科学研究,2009(6):55-57.
[5] 李新翠.中小学教师工作量的超负荷与有效调适[J].中国教育学刊,2016(2):56-60.
[6] 白冰.中学教师工作时间、抑郁与主观幸福感的关系[D].长春:东北师范大学,2013.
[7] 翟晓雪.教学工作时间对农村教师工作积极性的影响研究[D].长春:东北师范大学,2017.
[8] 刘淑兰.教育评估与督导[M].上海:华东师范大学出版社,2000:144.
[10] 杨雪梅.北京市小学教师时间管理能力的调查与思考[J].北京教育学院学报:社会科学版,2007(1):79-82.
[11] 王富伟,胡媛媛,赵树贤.小学教师典型一天的制度分析[J].全球教育展望,2018(9):117-128.
[12] 周惠.中小学教师队伍人力资本发展的阶段性(1978—2011)[M].北京:知识产权出版社,2016:151-153.
[13] 李新翠.中小学教师工作量的超负荷与有效调适[J].中国教育学刊,2016(2):56-60.
[14] 吴伟炯.工作时间对职业幸福感的影响——基于三种典型职业的实证分析[J].中国工业经济,2016(03):130-145.
[15][16][17] 奚从清.角色论-个人与社会的互动[M].杭州:浙江大学出版社,2010:4,5,6.
(1)参见:教育部,2017年全国教育事业发展统计公报[EB/OL].http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201807/t20180719_343508.html。2018-7-19。
(2)所占比例是该项目所花时间与S教师一天的平均工作时长的商。
(3)按照课表,韩老师每天都有课,那一天没有上课是因为请假了。
(4)根据S校的量化管理方案及观察韩老师们的工作内容而归纳出来。
[2] 郭俊风.中学教师工作时间投入现状的研究[D].重庆:西南大学,2009.
[3][9] 搜狐.一组数字告诉你,中国教师工作量到底有多大[EB/OL].http://www.sohu.com/a/133425336_498167,2017-4-12/2018-4-20.
[4] 邱晓婷,刘电芝,袁海泉.中学理科教师在校一天工作时间分析[J].教育科学研究,2009(6):55-57.
[5] 李新翠.中小学教师工作量的超负荷与有效调适[J].中国教育学刊,2016(2):56-60.
[6] 白冰.中学教师工作时间、抑郁与主观幸福感的关系[D].长春:东北师范大学,2013.
[7] 翟晓雪.教学工作时间对农村教师工作积极性的影响研究[D].长春:东北师范大学,2017.
[8] 刘淑兰.教育评估与督导[M].上海:华东师范大学出版社,2000:144.
[10] 杨雪梅.北京市小学教师时间管理能力的调查与思考[J].北京教育学院学报:社会科学版,2007(1):79-82.
[11] 王富伟,胡媛媛,赵树贤.小学教师典型一天的制度分析[J].全球教育展望,2018(9):117-128.
[12] 周惠.中小学教师队伍人力资本发展的阶段性(1978—2011)[M].北京:知识产权出版社,2016:151-153.
[13] 李新翠.中小学教师工作量的超负荷与有效调适[J].中国教育学刊,2016(2):56-60.
[14] 吴伟炯.工作时间对职业幸福感的影响——基于三种典型职业的实证分析[J].中国工业经济,2016(03):130-145.
[15][16][17] 奚从清.角色论-个人与社会的互动[M].杭州:浙江大学出版社,2010:4,5,6.
(1)参见:教育部,2017年全国教育事业发展统计公报[EB/OL].http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201807/t20180719_343508.html。2018-7-19。
(2)所占比例是该项目所花时间与S教师一天的平均工作时长的商。
(3)按照课表,韩老师每天都有课,那一天没有上课是因为请假了。
(4)根据S校的量化管理方案及观察韩老师们的工作内容而归纳出来。
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