八小时之外—对一位小学教师非制度时间的生活考察

发布时间：2018-06-15 19:34

本文选题：制度生活 + 非制度生活　；参考：《宁波大学》2017年硕士论文

【摘要】：本论文主要研究小学教师8小时制度时间之外的生活状态。以一位小学教师为例,采用调查和访谈等方式,从“时间、空间、活动”三个维度,对其8小时制度时间之外的非制度时间生活状态进行全面考察。以小学教师工作时间和工作强度为切入点,揭示教师工作压力和生活状态,以及二者之间的关系。本研究的非制度时间是指法定工作8小时之外的时间,具体包括下班到晚上休息时间(16:30-23:30),以及双休日和寒暑假。本研究的主要目的是通过教师非制度时间内的制度生活和私人生活情况来了解教师的工作强度,分析教师的生活或生存质量。教师非制度时间之内的工作强度和生活质量构成本文的研究重点。本论文主要由如下四部分组成:第一部分:教师非制度时间和生活的研究背景、研究目的与意义。教师制度时间、非制度时间、制度生活和非制度生活的概念界定,以及有关中小学教师工作与生活的国内外研究综述。第二部分:W老师非制度时间生活状况的调查。从工作日,周末和寒暑假三个时间段入手,从时间、空间和活动三个维度详实呈现。调查结果表明,小学教师制度生活日益侵占非制度生活,工作时间无限扩张,工作空间向家庭延展,非制度生活内容呈现工作化趋势,闲暇生活严重萎缩。第三部分:W老师非制度时间生活状况的成因分析。学校和家长对教师的“优质”要求,教师角色期待和角色冲突,教师工作对象和工作性质特点,教师培训制度,刚性教师评价和晋升机制,W老师的个性特征等六个方面,综合的作用并促成了W老师的非制度时间生活现状。第四部分:基于当前小学教师非制度时间生活现状的考察,本文认为:不应以教师工作性质为由,无限制容忍对教师非制度时间生活的侵占;立法部门和司法部门应明确法律条文,切实维护和保障教师专业权利和个人权利;教育管理中,要简化评价细则以有效降低教师工作强度;尊重教师自主选择,对“成功教师”的理解不应只有一种,尤其不能“以工作和生活对立”的方式,刺激教师牺牲个人生活,成就教育工作或事业。
[Abstract]:This paper mainly studies the living conditions of primary school teachers outside the 8-hour system. Taking a primary school teacher as an example, by means of investigation and interview, this paper makes a comprehensive investigation of the non-institutional time living state beyond the 8-hour system time from the three dimensions of "time, space and activity". Based on the working hours and working intensity of primary school teachers, this paper reveals the working pressure and living conditions of teachers, and the relationship between them. The non-system time in this study refers to the time beyond 8 hours of statutory work, including the break time from work to evening, 16: 30-23: 30, as well as two weekends and winter and summer vacations. The main purpose of this study is to understand the working intensity of teachers and analyze their life or quality of life through the institutional life and private life of teachers during their non-institutional time. The work intensity and quality of life of teachers in non-system time form the focus of this paper. This thesis consists of four parts as follows: the first part: the research background, purpose and significance of teachers' non-institutional time and life. The definition of teachers' institutional time, non-institutional time, institutional life and non-institutional life, as well as the domestic and foreign studies on teachers' work and life in primary and secondary schools are summarized. The second part: a survey of teacher W's non-systematic time life. From the working day, weekend and winter and summer vacation three time periods, from time, space and activity three dimensions of detailed presentation. The results show that the institutional life of primary school teachers is increasingly encroaching on the non-institutional life, the working hours are expanding infinitely, the work space is extended to the family, the content of the non-institutional life is showing the tendency of working, and the leisure life is shrinking seriously. The third part analyzes the causes of teacher's non-systematic time life. There are six aspects: the requirement of "high quality" for teachers by schools and parents, the expectation and conflict of teachers' roles, the characteristics of teachers' working object and nature, the system of teacher training, the rigid teacher evaluation and promotion mechanism, and the personality characteristics of teachers. Comprehensive role and contributed to W teacher's non-system time life. The fourth part: based on the current situation of primary school teachers' non-institutional time life, this paper argues that: teachers should not be based on the nature of their work, unlimited tolerance of teachers' non-institutional time life encroachment; Legislatures and judicial departments should clarify the legal provisions and effectively safeguard and protect teachers' professional and personal rights. In education management, the evaluation rules should be simplified in order to effectively reduce the intensity of teachers' work, and teachers' independent choices should be respected. There should not be only one understanding of "successful teachers", especially "work and life antagonism" to stimulate teachers to sacrifice their personal lives and achieve educational work or career.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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