Research On The Current Situation And Countermeasures Of Primary School Chinese Teachers’ Work Burden

Chinese teachers in frontline primary schools are often faced with the reality of heavy workload and pressure,and these problems need to be resolved urgently.The General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Several Opinions on Reducing the Burden of Primary and Secondary School Teachers and Further Creating a Good Environment for Education and Teaching" at the end of December 2019.This article includes clear instructions for people in order to solve the problem of overburdening of teachers in primary and secondary schools,then sets an example for further reducing the burden on teachers.What is the status quo of primary school Chinese teachers’ workload and how to determine the rationality of the workload requires further in-depth thinking.The workload of teachers refers to the educational responsibilities,educational work and professional pressure that teachers bear and shoulders in school education work,and the price paid by them.The main content includes total working hours,teaching workload,non-teaching workload,and teacher work pressure.Generally,the workload of teachers can be divided into the following four types according to different basis: internal burden and extra burden,moderate burden and inadequate burden,teaching burden and non-teaching burden,reasonable burden and unreasonable burden.Through the discussion of rationality,defining the reasonable workload of teachers should be regular and purposeful.Take D Primary School in Xuzhou City as an example,using the questionnaire survey method to start the investigation from the five dimensions of the teacher’s workload and its source.At the same time,interviews were conducted on the workload of teachers in different subjects through interviews.The survey found that there are five problems with the workload of teachers: long working hours but insufficient investment in professional development time;overloaded roles and pressure on managing students;teaching and non-teaching tasks are inverted;job pressure is high and widespread;unreasonable workload More.There are four reasons for the above problems: The first is that social values contribute to the pressure of teachers’ work: the society puts forward high demands,multilateral social expectations,social public opinion,and the concept of exam-oriented education.The second is the imperfect school management system: serious administrative administration,unreasonable resource allocation,rigid teacher assessment mechanism,and neglect of the work pressure of the teacher group.The third is the deviation of the educational concept between teachers and relevant education parties: there are obvious differences in students’ personalization;parents have deviations in the perception of teachers’ work boundaries.The fourth is that teachers’ related professional qualities need to be improved: insufficient management ability,single working method and solidification of teaching concepts,conflicts of multiple roles,and differences in individual feelings.Reducing the work burden starts from the following four aspects: The first is to reduce the pressure from social sources: respect and understand the profession of teachers,create a normative public opinion environment,and improve the educational ecological environment.The second is to improve the school management system: promote the "de-administration" of schools,provide resource support for teachers,implement a diversified assessment mechanism,and pay attention to alleviating teachers’ work pressure.The third is to enhance the joint efforts of home-school work: guiding students to respect teachers and establish a long-term home-school communication mechanism.The fourth is to improve the overall quality of teachers: improve management ability,use flexible methods,coordinate multiple role conflicts reasonably,and change their own ideas.