中小学教师数字负担的结构性困境与消解进路

Abstract

Digital technology has released huge potential in education, opening up broad space for teaching innovation and efficiency improvement. However, excessive reliance on or abuse of digital technology may give rise to new forms of burden on primary and secondary school teachers, bringing new challenges to their professional life. This article adopts a qualitative research paradigm. Based on the interview data on the working conditions of primary and secondary school teachers, it focuses on analyzing the manifestation of teachers' digital burden from the perspective of social role theory and explores the triple digital dilemma faced by primary and secondary school teachers. Based on this, the generation mechanism of digital burden of primary and secondary school teachers is examined from the dimensions of education management mechanism, teachers' digital cognition and digital literacy, and three ways to eliminate it are proposed, in order to reduce the workload of teachers in the digital age and create a good education and teaching environment.