%0 Journal Article
%T “双减”背景下校外培训教师的教育观和身份认同调查研究<br>A Survey on the View of Education and Professional Identity of Cram School Teachers under the Context of “Double Reduction”
%A 王一嘉
%A 闫宇泰
%A 王雨艾
%A 龚灵龙
%A 马佳樱
%J Advances in Education
%P 3644-3651
%@ 2160-7303
%D 2022
%I Hans Publishing
%R 10.12677/AE.2022.129558
%X <span style=\"font-size:14px;\">“双减”政策的出台使校外培训行业风光不再，也使在其中从业的教师们成为了舆论关注的焦点。本文采用问卷调查的方法，意图探究政策对校外培训教师的影响，以及后者对前者的看法与对教育的思考。研究发现，“双减”政策对校外培训教师的工作和生活都造成了巨大的影响，但是教师们对“双减”如何影响教育看法不一；在对校外培训和教师身份的认识上，教师群体中虽然有主流意见，但也有显著的意见分化。这样的结果是教育商业化加深、社会价值观多元化的必然，也为后“双减”时代的教育资源分配和人才培养提出了新的课题。</span><br />
<span style=\"font-size:14px;\">In the aftermath of “Double Reduction” policy that terminated the soaring development of cram schools in China, extensive attention has been paid to teachers in this industry. This paper investigated the changes that the policy posed on teachers’ career and life, and how the teachers regarded the policy and education through a questionnaire survey. As the paper revealed, while their career and lives have been hugely affected, teachers hold highly differentiated ideas over the policy’s impact on education. Moreover, there is a significant divergence within the teachers over how to evaluate off-campus training industry and to establish teacher identity. The results were reasonably produced by merchandized education and diversified social values, calling for solutions to better distribution of educational resources and professional development of teachers.</span>
%K “双减”，校外培训，教师身份<br>“Double Reduction”
%K Off-Campus Training
%K Teacher Identity
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=56409