Research On The Burden Reduction Mechanism Of Non-teaching Tasks Of Middle School Teachers Based On Grounded Theory

In the two sessions in 2018,reducing the burden on teachers became the focus of social attention.In 2019,the government reiterated "reducing the burden on teachers",which triggered heated discussions.As the first resource for educational reform and development,teachers undertake the important task of teaching and educating people and educating talents for the country.Creating a good education environment for teachers and devoting themselves to education and teaching is the top priority for improving teaching quality and reforming the education system.At present,teachers in elementary and middle schools are facing a series of problems such as "overburden of non-teaching work","excessive work pressure",and "professional burnout".The research is based on the research paradigm of constructivism,using grounded theory research methods to select 15 middle school teachers from Chongqing G Middle School as the research objects,using specific operation techniques such as non-participatory observation and in-depth interviews,and collecting each teacher about 20-30 minutes The interview materials were organized into a total of 22,500 words of transcribed text data,and then specific operations such as open coding,main axis coding,and core coding were performed on the in-depth interview materials,and causal relationships were established between the five main categories of refinement.The non-teaching task burden reduction mechanism for middle school teachers.Based on grounded theoretical research and design,a burden-relief mechanism for non-teaching tasks of middle school teachers was created.The subject burden reduction mechanism is the premise and prerequisite of the situational burden reduction mechanism,and the situational burden reduction mechanism is the guarantee and absolute support of the subject's burden reduction mechanism.The main body burden reduction mechanism conducted a survey of the status quo from the four aspects of teachers' working hours,workload,non-teaching work conditions and teachers' work pressure,and found that middle school teachers are compulsive,competitive,responsible,and excessive based on subjective perception And dependency and other5 aspects of non-teaching task manifestations.According to the non-teaching task manifestation as the basis for burden reduction,the formation path of secondary school teachers' non-teaching tasks is analyzed from the internal and external formation paths.The external formation path includes professional aura,important others,and social factors;the internal formation path includes teacher personality characteristics and traditional ideas The solidification,sense of self-existence,and teacher burnout.The non-teaching task path is the main influencing factor of burden reduction,and its formation helps the reduction operation basis to determine the specific operation focus of burden reduction centered on the content of burden reduction,the focus of reduction and the procedure of reduction.The content of the article constructs a mechanism for the main body burden reduction of non-teaching tasks of middle school teachers based on subjective consciousness and personal experience in accordance with the manifestations of non-teaching tasks,the formation path of non-teaching tasks,and the content of non-teaching task burden reduction.The creation of the situational burden reduction mechanism is to escort the main body burden reduction mechanism.Under the premise of the non-teaching task burden reduction mechanism for middle school teachers,it is determined that the high expectations of all classes of society,the imbalance of teachers' social status,the consolidation of traditional ideas,and the characteristics of teachers' labor production are determined In order to reduce the burden of the main content and the intervention conditions,according to the four environmental dimensions of the situation intervention conditions,it is proposed that all classes of society provide emotional recognition,the state provides economic security,the school creates a suitable working environment and a "people-oriented" school management model,and personal determination Burden reduction strategies at several levels,such as professional beliefs and strengthening personal reflection.The combination of the subject burden reduction mechanism and the situational burden reduction mechanism forms a complete burden reduction mechanism.Under the combined action of the subject and the situation,the mechanism can operate and finally generate the prediction results of "deficiency" and "advance",and the formation of the prediction results is again As a specific phenomenon,it will cause a series of nonteaching tasks for teachers to appear.In theory,the research has enriched the research on the burden-reduction mechanism of teachers' non-teaching tasks and provided new research ideas;in practice,it has helped teachers obtain professional improvement strategies and laid the foundation for the long-term development of the entire education quality.