【作者】 王烯颖；

【导师】 黄爽；

【作者基本信息】 首都师范大学， 学前教育（专业学位）， 2023， 硕士

【摘要】 教师工作负担问题是当前教育领域面临的一个普遍问题。而近年来,由于国家的高度重视和打造高质量师资队伍的需求,关注幼儿园教师的工作负担问题显得尤为重要。因此本研究聚焦于幼儿园教师实际与感知的工作负担,分析教师工作负担的现状及成因,为减轻幼儿园教师工作负担提出对策建议。 本研究主要采用时间日记法、问卷调查法和访谈法,通过时间日记的方式记录37位教师的工作时间和工作任务,发放682份幼儿园教师工作负担调查问卷,对28位教师进行访谈,研究结果如下: 1.根据时间日记记录的内容,编制一线幼儿园教师的工作内容分类表,将幼儿园教师的工作任务分为4个类别13项子活动:保教工作——卫生保健、生活照料与护理、各类教育活动组织;教学支持工作——备课及活动准备、环境创设、幼儿发展评估、家园沟通;专业发展活动——参加教科研和培训、自主学习;行政辅助工作——参与会议及园所活动、接受领导检查与指导、防疫信息统计与上报、行政事务处理。 2.从实际工作负担来看,本研究中37位教师周平均工作时长为46.99小时;教师用于保教工作、教学支持工作、专业发展活动和行政辅助工作的时长分别为28.96小时、8.44小时、2.79小时和6.8小时,分别占总工作时间比例62%、18%、6%、14%。 3.从感知工作负担来看,幼儿园教师感知负担整体处于中等水平,部分工作的感知负担偏重,教师工作压力感从高到低排名为行政辅助工作、教学支持工作、保教工作、专业发展活动,净值效应由低到高排名为行政辅助工作、专业发展活动、保教工作和教学支持工作;公办园、有兼任工作、有编制、教龄6-15年和16年及以上教师的工作压力显著高于民办园、无兼任工作、无编制、教龄为5年及以下的教师。 4.运用时间异质性理论,发现教师实际和感知工作负担存在差异,且原因在于消耗的“调节资源”和产出的“关键资源”的平衡关系。教师实际工作负担与高延展性的工作任务、失控的时间管理策略、填鸭式工作安排和失调的园所人员分工和配备有关;教师感知工作负担与幼儿接触时长以及幼儿在园表现、工作目的和教师个人能力、教师工作认同感有关和园所管理方式。基于上述研究结果,本研究提出如下建议: (1)资源利用:教师发掘、整合资源,提升工作效率;园所加强各类资源管理,合理分配工作量;社会扩大优质资源供给,减轻教师工作量。 (2)方式方法:教师转变工作方法,合理应对工作负担;园所转变管理方式,改善教师工作状态;综合改善培训方式,保证教师专业发展效果。 (3)精准支持:相关部门提供经费保障,完善教师激励机制;减少行政工作安排,专注核心任务;动态监测教师工作负担,督导落实减负措施。更多还原

【Abstract】 The issue of teachers' workload is a common problem facing the education field today.And in recent years,it is particularly important to pay attention to the workload problem of kindergarten teachers because of the high national attention and the need to build a high-quality teaching force.Therefore,this study focuses on kindergarten teachers' actual and perceived workload,analyzes the current situation and causes of teachers' workload,and proposes countermeasures to reduce kindergarten teachers' workload. This study mainly used the time diary method,questionnaire survey method and interview method to record the working hours and work tasks of 37 teachers by means of time diaries,distribute 682 kindergarten teachers' workload questionnaires and interview 28 teachers,and the results of the study are as follows: 1.Based on the contents recorded in the time diaries,a classification table of the work content of frontline kindergarten teachers was prepared,and the work tasks of kindergarten teachers were divided into 4 categories and 13 subactivities: teaching and childcare work-health care,daily care and nursing,organization of various educational activities;teaching support work--lesson preparation and activity preparation,environment creation,child development assessment,family communication;professional development activities-participate in research and training,independent study;administrative support work-participate in meetings and school activities,accept leadership Inspection and guidance,statistics and reporting of epidemic prevention information,and handling of administrative affairs. 2.In terms of actual workload,the average weekly working hours of the 37 teachers in this study were 46.99 hours;teachers spent 28.96 hours,8.44 hours,2.79 hours and 6.8 hours on teaching and learning,professional development activities and administrative support work,respectively,accounting for 62%,18%,6% and 14% of the total working hours,respectively. 3.In terms of perceived workload,The overall perceived burden of kindergarten teachers is too heavy,and teachers' perceptions of work stress were ranked from high to low as administrative support work,teaching support work,childcare work,and professional development activities,and the net effect was ranked from low to high as administrative support work,professional development activities,childcare work,and teaching support work;teachers in public schools,with multiple jobs,with establishment,with 6-15 years of teaching experience and teachers with 16 years of teaching experience and above had significantly higher job stress than teachers in private schools,without multiple jobs,without staffing,and with 5 years of teaching experience and below. 4.Using the theory of time heterogeneity,the difference between teachers' actual and perceived workloads was found to be due to the balance between the "regulating resources" consumed and the "critical resources" produced.Teachers' actual workload was associated with highly extended work tasks,uncontrolled time management strategies,filling work schedules,and dysfunctional division of labor and staffing;the perceived workload of teachers was related to the length of children's contact time and children's performance in the kindergarten,the purpose of work and teachers' personal abilities,teachers' work identity,and the management style of the kindergarten.Based on the above findings,this study proposes the following recommendations : (1)Resource utilization: teachers explore and integrate resources to improve work efficiency;strengthen the management of all kinds of resources and rationally allocate the workload;expand the supply of high-quality resources and reduce the workload of teachers. (2)Methods: teachers should change their working methods and reasonably deal with the work burden;kindergartens should change their management mode to improve their working status;and comprehensively improve the training methods to ensure the effect of teachers' professional development. (3)Accurate support: relevant departments shall provide financial guarantee,improve the teacher incentive mechanism;reduce administrative work arrangement,focus on core tasks;dynamically monitor teachers' work burden,and supervise the implementation of burden reduction measures.更多还原