摘要
教师情绪劳动是个体为表达组织所期望的情绪而付出的努力、计划和控制,是以主体情感、价值事由和实践形态作为重要向度的劳动。随着新时代基础教育综合改革深入推进,一些教师劳动评价问题亟待破除和化解。“教师劳动是万能的”“教师为多得而劳动”“事事皆是教师职责”等评判的存在,使得教师劳动面临着主体错位、事由失当、形态泛化等偏差风险,容易造成教师的情绪劳动过度。为此,需要从凸显劳动主体地位、技术赋能劳动分类、政策机制保障劳动形态等维度,推动教师劳动评价的理性回归,以期增强教师的组织认同,助其产生积极情绪体验。
Teacher emotional labor refers to the effort,planning,and control exerted by an individual to express the emotions expected by the organization,and it is a labor that takes the subject′s emotion,the value of the matter,and the form of practice as an important vector.With the deepening of the comprehensive reform of basic education in the new era,some teacher labor evaluation problems need to be solved urgently.The existence of judgments such as″teacher′s labor is omnipotent″,″teacher′s labor is for getting more″and″everything is a teacher′s responsibility″contributes to deviations in teacher labor,leading to risks such as subjective misalignment,inappropriate reasons,and generalized forms.This can easily result in the overexertion of emotional labor by teachers.Therefore,it is necessary to promote a rational return to the evaluation of teacher labor from dimensions such as highlighting the labor subject position,enabling labor classification through technology,and ensuring labor forms through policy mechanisms.This is aimed at enhancing teachers′organizational identification and facilitating positive emotional experiences.
作者
苏旭东
SU Xudong(School of International Culture,South China Normal University,Guangzhou,Guangdong,510631,China)
出处
《教育与教学研究》
2024年第5期55-65,共11页
Education and Teaching Research
基金
中国教育学会2021年度教育科研专项课题“儿童道德学习者身份的形塑:基于学校施行《中小学教育惩戒规则(试行)》的影响视角”(编号:21DY190607ZB)
华南师范大学2023年党建创新项目“‘党建+'理念下师生交往互动的德育机制及其有效性探索”(编号:无)。
关键词
中小学教师
情绪劳动
劳动偏差评判
矫正策略
primary and secondary school teachers
emotional labor
the deviation judgment of labor
correction strategy
