教师负担是指教师在不同的空间内和不同的时间里所承担的工作量和工作内容。其负担具有主客二重性、时空交融性、内容复合性的特点。当今中小学教师负担的问题表征体现为:“双减”背景下的课后服务与作业设计负担;“县管校聘”背景下的...教师负担是指教师在不同的空间内和不同的时间里所承担的工作量和工作内容。其负担具有主客二重性、时空交融性、内容复合性的特点。当今中小学教师负担的问题表征体现为:“双减”背景下的课后服务与作业设计负担;“县管校聘”背景下的教师流动负担;教育数字化背景下的数智教育负担。为纾解教师负担,可从减量、提质、增权三方面着手。Teacher burden refers to the workload and work content undertaken by teachers in different spaces and times. Its burden has the characteristics of duality of subject and object, integration of time and space, and complexity of content. The problems of teachers’ burden in primary and secondary schools are as follows: the burden of after-school services and homework design under the background of “double reduction”;the burden of teacher mobility under the background of “county management and school employment”;and digital intelligence education burden under the background of education digitization. In order to relieve the burden of teachers, efforts can be made in three ways: reducing the quantity, improving the quality, and increasing the power.展开更多
文摘教师负担是指教师在不同的空间内和不同的时间里所承担的工作量和工作内容。其负担具有主客二重性、时空交融性、内容复合性的特点。当今中小学教师负担的问题表征体现为:“双减”背景下的课后服务与作业设计负担;“县管校聘”背景下的教师流动负担;教育数字化背景下的数智教育负担。为纾解教师负担,可从减量、提质、增权三方面着手。Teacher burden refers to the workload and work content undertaken by teachers in different spaces and times. Its burden has the characteristics of duality of subject and object, integration of time and space, and complexity of content. The problems of teachers’ burden in primary and secondary schools are as follows: the burden of after-school services and homework design under the background of “double reduction”;the burden of teacher mobility under the background of “county management and school employment”;and digital intelligence education burden under the background of education digitization. In order to relieve the burden of teachers, efforts can be made in three ways: reducing the quantity, improving the quality, and increasing the power.
