本文選題：制度生活 + 非制度生活�。� 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：本論文主要研究小學(xué)教師8小時(shí)制度時(shí)間之外的生活狀態(tài)。以一位小學(xué)教師為例,采用調(diào)查和訪談等方式,從“時(shí)間、空間、活動(dòng)”三個(gè)維度,對(duì)其8小時(shí)制度時(shí)間之外的非制度時(shí)間生活狀態(tài)進(jìn)行全面考察。以小學(xué)教師工作時(shí)間和工作強(qiáng)度為切入點(diǎn),揭示教師工作壓力和生活狀態(tài),以及二者之間的關(guān)系。本研究的非制度時(shí)間是指法定工作8小時(shí)之外的時(shí)間,具體包括下班到晚上休息時(shí)間(16:30-23:30),以及雙休日和寒暑假。本研究的主要目的是通過(guò)教師非制度時(shí)間內(nèi)的制度生活和私人生活情況來(lái)了解教師的工作強(qiáng)度,分析教師的生活或生存質(zhì)量。教師非制度時(shí)間之內(nèi)的工作強(qiáng)度和生活質(zhì)量構(gòu)成本文的研究重點(diǎn)。本論文主要由如下四部分組成:第一部分:教師非制度時(shí)間和生活的研究背景、研究目的與意義。教師制度時(shí)間、非制度時(shí)間、制度生活和非制度生活的概念界定,以及有關(guān)中小學(xué)教師工作與生活的國(guó)內(nèi)外研究綜述。第二部分:W老師非制度時(shí)間生活狀況的調(diào)查。從工作日,周末和寒暑假三個(gè)時(shí)間段入手,從時(shí)間、空間和活動(dòng)三個(gè)維度詳實(shí)呈現(xiàn)。調(diào)查結(jié)果表明,小學(xué)教師制度生活日益侵占非制度生活,工作時(shí)間無(wú)限擴(kuò)張,工作空間向家庭延展,非制度生活內(nèi)容呈現(xiàn)工作化趨勢(shì),閑暇生活嚴(yán)重萎縮。第三部分:W老師非制度時(shí)間生活狀況的成因分析。學(xué)校和家長(zhǎng)對(duì)教師的“優(yōu)質(zhì)”要求,教師角色期待和角色沖突,教師工作對(duì)象和工作性質(zhì)特點(diǎn),教師培訓(xùn)制度,剛性教師評(píng)價(jià)和晉升機(jī)制,W老師的個(gè)性特征等六個(gè)方面,綜合的作用并促成了W老師的非制度時(shí)間生活現(xiàn)狀。第四部分:基于當(dāng)前小學(xué)教師非制度時(shí)間生活現(xiàn)狀的考察,本文認(rèn)為:不應(yīng)以教師工作性質(zhì)為由,無(wú)限制容忍對(duì)教師非制度時(shí)間生活的侵占;立法部門(mén)和司法部門(mén)應(yīng)明確法律條文,切實(shí)維護(hù)和保障教師專業(yè)權(quán)利和個(gè)人權(quán)利;教育管理中,要簡(jiǎn)化評(píng)價(jià)細(xì)則以有效降低教師工作強(qiáng)度;尊重教師自主選擇,對(duì)“成功教師”的理解不應(yīng)只有一種,尤其不能“以工作和生活對(duì)立”的方式,刺激教師犧牲個(gè)人生活,成就教育工作或事業(yè)。
[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.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G625.1

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本文編號(hào)：2023303