摘要
随着家校社协同育人的深入推进,个体行为与社会预期不一致加剧了教师的角色焦虑,应然角色与实然角色的错位加重了教师的角色负担,角色边界模糊引发了教师角色泛化。在新时代教育高质量发展的背景下,家校社协同育人要求教师成为联结多元育人主体的沟通者、整合协同育人力量的组织者、规划协同育人方案的领导者。对此,需要教师深化角色认同,促进自身专业发展;明确角色定位,学会自我“减负”。同时,建立以教师为联结的协同育人理念,创设家校社协同育人的支持环境,完善家校社协同育人的制度保障,培育家校社协同育人的教师队伍,为教师角色的调适提供外部支持。
With the deepening of the family-school-society collaborative education,the inconsistency between individual behavior and social expectation has intensified teachers′role anxiety,the dislocation between the supposed role and the actual role has increased teachers′role burden,the blurred role boundary has led to the generalization of teacher′s role.Under the background of high-quality education development in the new era,the family-school-society collaborative education requires teachers to become the communicator of connecting diverse education subjects,the organizer of integrating collaborative education forces,and the leader of planning collaborative education programs.Therefore,teachers need to deepen their role identification and promote their own professional development,clarify the role positioning,and learn to"reduce the burden".At the same time,the concept of collaborative education with teachers as the link should be established,the supporting environment for the family-school-society collaborative education should be created,the institutional guarantee should be perfected,the teaching staff should be cultivated,and external support should be provided for the adjustment of the teachers′role.
作者
范蔚
孙榕谦
杨霞
FAN Wei;SUN Rongqian;YANG Xia(Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《北京教育学院学报》
2023年第2期15-22,共8页
Journal of Beijing Institute of Education
基金
西南大学研究阐释党的二十大精神专项项目“教育数字化背景下‘家—校—社’协同育人的逻辑转换与推进机制研究”(SWU2209063)。
关键词
家校社协同育人
教师角色
家庭教育
学校教育
社会教育
family-school-society collaborative education
teacher′s role
family education
school education
social education
