“双减”背景下教师情绪劳动的异化风险与调适路径

Alienation Risks and Adaptation Paths of Teacher Emotional Labor against the Background of the “Double Reduction” Policy

摘要: 研究教师情绪劳动，以明晰其异化风险，推动“双减”深化实行，促进教师职业幸福感，进而释放教师情绪劳动新活力、构筑教师情绪劳动新生态、重塑教师情绪劳动新认知。本文以文献分析为主，并对既有实证研究与政策文本进行综合梳理，基于马克思的异化劳动理论与教师情绪劳动理论，指出“双减”政策深化背景下教师情绪劳动异化的风险具体为情绪劳动产品的物象化、情绪劳动活动的持续化、情绪劳动主体的利他化、情绪劳动关系的扭曲化。究其教师情绪劳动异化风险的成因，主要源于宏观政策与制度的结构性压力、中观组织与学校的支持性缺位、微观个人与互动的高压性消耗。为化解教师情绪劳动的异化风险，从社会、学校及个人提出保障教师基本权益、优化教育教学管理、调整内在情绪感受的调适路径，进而补充了教师情绪劳动的相关理论，为优化教师情绪劳动、增加教师职业幸福感及促进“双减”的深化执行等建言献策。

Abstract: Studying teachers’ emotional labor aims to identify risks of alienation, facilitate the deeper implementation of the “Double Reduction” policy, enhance teachers’ professional well-being, and thereby unleash new vitality in teachers’ emotional labor, construct a new ecology for it, and reshape understanding of it. Using literature analysis and based on Marx’s theory of alienated labor and theories of teachers’ emotional labor, the study identifies specific risks of alienation in teachers’ emotional labor under the deepening “Double Reduction” policy: the reification of emotional labor products, the perpetuation of emotional labor activities, the altruistic orientation of emotional labor subjects, and the distortion of emotional labor relations. The causes of these alienation risks primarily stem from structural pressures at the macro level of policies and institutions, supportive gaps at the meso level of organizations and schools, and high-pressure depletion at the micro level of individuals and interactions. To mitigate these risks, recommendations are proposed at the societal, school, and individual levels, including safeguarding teachers’ fundamental rights, optimizing educational management, and adjusting internal emotional experiences. This contributes to the theoretical framework of teachers’ emotional labor and offers insights for optimizing such labor, enhancing teachers’ professional well-being, and promoting the deepened implementation of the “Double Reduction” policy.