规训视角下中小学教师职业角色的异化与复归
The Alienation and Restoration of Professional Roles of Primary and Secondary School Teachers: A Disciplinary Perspective

中小学教师职业角色异化指中小学教师在当前教育实践中，由于种种外部环境的压力和内在选择的动因，其工作内容、工作方式、甚至价值取向出现了与传统“教书育人”职能不一致的现象。社会对教师的过高期待和苛刻要求以及学校层级管理机制的限制导致教师角色的“泛化”、角色的“工具化”和角色的“规训化”。教师职业角色回归育人本色，需要教师以关怀自身为中心坚持自我修炼；厘清教师角色定位，减少职业角色冲突；明晰教师职能范围，减轻过重角色负担；优化校园治理，保障职业可持续发展。
The alienation of professional roles among primary and secondary school teachers refers to a phenomenon in current educational practice where, due to external environmental pressures and internal motivations, teachers’ job responsibilities, working methods, and even value orientations deviate from the traditional role of “imparting knowledge and nurturing students”. The excessive expectations and harsh demands placed on teachers by society, as well as the limitations of the hierarchical management mechanisms in schools, have led to the “generalization” of the teacher’s role, the “instrumentalization” of the role, and the “disciplinization” of the role. To restore the core educational purpose of teachers’ professional roles, it is essential for educators to focus on self-care and persistent self-improvement, clarify role definitions to mitigate professional conflicts, delineate functional boundaries to alleviate excessive role burdens, and optimize school governance to ensure sustainable career development.