| 2,522 | 71 | 190 |
| 下载次数 | 被引频次 | 阅读次数 |
工作负担已成为英格兰教师离职的重要驱动,减少对改进教与学无助的"不必"或"无效"负担是英格兰教师减负的关键。在政府主导、多元调研主体的持续努力下,英格兰教师减负政策体系已初步形成。政策充分考虑"教"与"学",主要在评阅、课程规划和数据管理等领域提供教师减负的"脚手架",尤其重视职前教师教育和新合格教师两个阶段的教师负担问题。在政策实施中,要求学校在充分了解教师意见的基础上明确工作负担的内容,确定减负优先级;建议学校自我评估减负效果,逐步构建减负动态监测机制。目前,英格兰在减少教师工作时间方面已取得一定成效,但任务依然很重。其举措对我国教师减负有以下启示:以教与学为核心,加强政校协作保障教育质量;多方调研、聚焦关键内容,形成教师减负的动态监测机制;展现减负样例,提供操作规程;给学校自主权,重视教师参与。
Abstract：Workload has become an important driving force of teacher turnover. Reducing the "unnecessary" or "unproductive" burden that is not helpful for teaching and learning is the key to reduce the burden of English teachers. With the continuous efforts of the government and multiple research subjects, the policy system of reducing teachers' burden in England has taken shape. The policy fully considers "teaching" and "learning," provides scaffolding for reducing teachers' burden in the fields of marking, curriculum planning and data management, and pays attention to the burden of pre-service teacher education and new qualified teachers. In terms of the implementation of the policy, schools are required to fully understand the public opinions and to define the content of work load and priority of burden reduction. It is suggested that schools self-evaluate the effect of burden reduction and gradually build a dynamic monitoring mechanism for burden reduction. At present, England has made some achievements in reducing the working hours of teachers, but the task is still very heavy. The measures have the following implications for the reduction of teachers' burden in China: strengthening the cooperation between government and school with teaching and learning as the core; focusing on key content through multi-party research; showing examples and providing operational rules; giving school autonomy and emphasizing teachers' participation.
[1] 王毓珣,王颖.关于中小学教师减负的理性思索[J].湖南师范大学教育科学学报,2013(4):56-62.
[2] Gibson,S.,Oliver,L.& Dennison M.Workload Challenge:Analysis of Teacher Consultation Responses Research Report [EB /OL].https://www.gov.uk /government /publications /workload-challenge-analysis-of-teacher-responses.2015-2-6 /2019-3-10.
[3][12] Cooper Gibson Research.Exploring Teacher Workload:Qualitative Research [EB /OL].https://www.gov.uk /government /publications /exploring-teacher-workload-qualitative-research.2018-3-10 / 2019- 3-15.
[4][11] Higton,J.,Leonardi,S.et al.Teacher Workload Survey 2016 Research Report [EB /OL].https://www.gov.uk /government /publications /teacher-workload-survey-2016.2017-2-24 /2019-3-10.
[5] DfE.Teachers Analysis Compendium 4 Main Report:Analysis of Teacher Supply,Retention and Mobility [EB /OL].https://www.gov.uk /government /statistics /teachers-analysis-compendium-4.2018-9-27 /2019-3-20.
[6] Barmby,P.Improving Teacher Recruitment and Retention:The Importance of Workload and Pupil Behavior [J].Educational Research,2006(3):247-265.
[7] Sims,S.TALIS 2013:Working Conditions,Teacher Job Satisfaction and Retention:Statistical Working Paper [EB /OL].https://www.gov.uk /government /publications /teachers-in-secondary-schools-evidence-from-talis-2013.2017-11-2 /2019-3-20.
[8] DfE.Teacher Recruitment and Retention Strategy [EB /OL].https://www.gov.uk /government /publications /teacher-recruitment-and-retention-strategy.2019-2-5 / 2019-8-10.
[9] 范冰.英国学校改革新举措——“教师减负”工程[J].外国教育研究,2003(6):54-57.
[10] Deakin,G.,James,N.et al.Teachers' Workload Diary Survey 2010[EB /OL].https://www.gov.uk /government /publications /teachers-workload-diary-survey-2010.2010-11-26 /2019-3-10
[13] Robinson,C.& Pedder,D.Workload Challenge Research Projects:Overall Summary [EB /OL].https://www.gov.uk /government /publications /workload-challenge-research-projects-summary-report-2018.2018-3-10 /2019-3-15.
[14] DfE.Ways to Reduce Workload in Your School(s):Tips and Case Studies from School Leaders,Teachers and Sector Experts [EB /OL].https://www.gov.uk /government /publications /ways-to-reduce-workload-in-your-school-tips-from-school-leaders.2019-3-15 /2019-3-25.
[15] DfE.Addressing Teacher Workload in Initial Teacher Education(ITE):Advice for ITE Providers [EB /OL].https://www.gov.uk /government /publications /addressing-workload-in-initial-teacher-education-ite.2018-11-5 /2019-3-10.
[16] DfE.Reducing Workload:Supporting Teachers in the Early Stages of Their Career_ Advice for School Leaders,Induction Tutors,Mentors and Appropriate Bodies [EB /OL].https://www.gov.uk /government /publications /supporting-early-career-teachers-reducing-teacher-workload.2018-7-21 /2019-3-15.
[17] Workload Review Group.Report of the Independent Teacher [EB /OL].https://www.gov.uk /government /publications /reducing-teacher-workload-marking-policy-review-group-report.2016-3-26 /2019-3-10.
[18] Report of the Independent Teacher Workload Review Group.Eliminating Unnecessary Workload around Planning and Teaching Resources [EB /OL].https://www.gov.uk /government /publications /reducing-teacher-workload-planning-and-resources-group-report.2016-3-26 /2019-3-10.
[19] Report of the Independent Teacher Workload Review Group.Eliminating Unnecessary Workload Associated with Data Management [EB /OL].https://www.gov.uk /government /publications /reducing-teacher-workload-data-management-review-group-report.2016-3-26 /2019-3-10.
[20][21] DfE.Reducing Teacher Workload:Evaluating the Impact [EB /OL].https://www.gov.uk /government /publications /reducing-teacher-workload-evaluating-the-impact.2018-7-21 /2019-3-15.
[22][26] Teacher Workload Cut by Five Hours a Week over Past Three Years [EB /OL].https://www.gov.uk /government /news /teacher-workload-cut-by-five-hours-a-week-over-past-three-years.2019-10-11 /2019-11-8.
[23][24][25] DfE.Teacher Workload Survey 2019 Research Report [EB /OL].https://assets.publishing.service.gov.uk /government /uploads /system /uploads /attachment_data /file /842053 /teacher_workload_survey_2019_report.pdf.2019-10-11 /2019-11-8.
[27] 吴夕龙.教师减负令下学校管理“五问”[N].中国教育报,2019-1-30(3).
(1)一家研究与开发咨询公司,致力于教育、技能、培训、就业、社会关怀和公共服务改进,其合作伙伴和客户有私营部门、公共部门和第三部门组织,服务于个体和国家机构。
(2)第二次教师工作负担调查报告已于2019年10月发布。
基本信息:
中图分类号:G556.1;G451
引用信息:
[1]魏叶美.助力“教”与“学”:英格兰教师减负政策探析[J].全球教育展望,2020,49(01):62-74.
基金信息:
2019年江苏省高校哲学社会科学研究一般项目“中小学教师参与学校治理的表现模式与影响机制研究”(项目编号:2019SJA0425);; 2016年国家社科基金教育学重大项目“我国教育治理体系和治理能力现代化战略研究”(项目编号:VGA160003)的阶段性成果