Teachers' Everyday Resistance and Its Responses
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摘要: 教师抗拒是课程改革的重要研究议题，参照斯科特"日常抗拒"理论，笔者采用质性研究的访谈法，对教师的日常抗拒进行分析。结果显示，教师实施日常抗拒，旨在"减少或拒绝来自上层的索要"，同时本着"安全第一"的原则，因而通过发展"弱者的武器"予以应对。基于此，在拓展教师诉求表达渠道、维护教师的正当利益的基础上，转换视角，认识到教师日常抗拒的建设性，并基于教师改变的脉络，谨慎采取应对策略，有助于消减教师日常抗拒可能招致的持久危害，发挥教师在课程改革中的关键作用。Abstract: Teachers' resistance is an important research topic of education (curriculum) reform. Based on Scott's theory of everyday resistance, this study adopts the interview method of qualitative research and analyzes the everyday resistance of teachers. Research shows that, teachers carry out everyday resistance, aiming to "reduce or reject requests from the top", and develop various strategies based on the principle of "safety first". Considering the key role that teachers play in education (curriculum) reform, and that everyday resistance can cause lasting harm, this study proposes the following responses:expanding teachers' channels of expressing their demands and safeguarding teachers legitimate interests; recognizing the constructiveness of teachers' everyday resistance; following the logic of teacher change and adopting effective coping strategies.
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Key words:
- teacher /
- everyday resistance /
- Scott
1) 教师抵抗、教师抵制、教师抗拒，都来自英文“resistance”，为了照顾大多人的意见，在此统一表述为教师抗拒。2) 有研究对教师公开抗拒的原因进行了分析，认为教师抵制革新有其深刻的个体心理上的以及群体文化上的原因。这一原因分析思路，主要从教师自身出发寻找来自教师内部的原因，与本研究试图从外部出发寻找原因的立意相悖，在此不予讨论。(参见操太圣, 卢乃桂, 2003) -
表 1 访谈对象基本信息一览表
教师编码 性别 教龄 学段 学科 区域 身份 F-28-P-C 女 28 小学 语文 乡村 副校长 M-25-M-M 男 25 初中 数学 城市 普通教师 F-22-M-E 女 22 初中 英语 城市 普通教师 M-21-P-M 男 21 小学 数学 城郊 校长 M-10-P-E 男 10 小学 英语 城市 普通教师 F-14-M-C 女 14 初中 语文 乡村 教导主任 M-05-P-M 男 5 小学 数学 乡村 普通教师 F-06-H-C 女 6 高中 语文 城市 普通教师 
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