家校共建背景下教师角色失调因素探讨
Exploration of the Factors Leading to Teacher Role Maladjustment in the Context of Home-School Co-Construction

角色失调是指在角色扮演的过程中产生矛盾、障碍，甚至遭遇失败。在家校共建的背景下，教师的角色扮演变得愈加复杂和多元化。本文探讨了教师角色失调的因素，分析了家庭、学校及社会环境对教师角色认知和实践的影响。研究发现，家校沟通有效性不足、教师工作负担的加大、教师专业发展机会有限、家庭教育观念的多样化以及社会对教师期望的模糊性等因素，导致教师在角色定位上的困惑与失调。通过对这些因素的深入分析，旨在为优化家校合作机制、提升教师专业素养以及促进学生全面发展提供参考和建议，并引发对教师角色认知与实践的进一步关注与讨论。
Role maladjustment refers to conflicts, obstacles, and even failures in the process of role-playing. Under the background of home-school co-construction, teachers’ role play becomes more complex and diversified. This paper discusses the factors of teacher role maladjustment and analyzes the influence of family, school and social environment on teacher role cognition and practice. It is found that the lack of effectiveness of home-school communication, the increase of teachers’ work burden, the limited opportunities for teachers’ professional development, the diversification of family education concepts and the ambiguity of society’s expectations of teachers lead to the confusion and maladjustment of teachers’ role positioning. Through the in-depth analysis of these factors, the purpose is to provide references and suggestions for optimizing the home-school cooperation mechanism, improving the professional quality of teachers and promoting the all-round development of students, and trigger further attention and discussion on the cognition and practice of the role of teachers.