一、制约因素1.班级任课教师角色错位。新中国成立以来实行的传统的班级管理制度中,班主任是班级的主导,班级大小事务均由班主任进行决策。班规制定、实施管理、学生评价等均属班主任的职责。班主任是班级的“全面管理者”。在强调班主任专业化和绩效工资制的背景下,似乎这些被视为理所当然。与之相反,学校的任课教师只负责班级的日常教学工作,对于班级工作甚至学生的身心发展可以不闻不问,教师的教育功能急剧退化,与同为教师的班 I. Constraints 1. The role of class teachers is misplaced. In the traditional class management system that has been implemented since the founding of New China, the head teacher was the dominant class leader. Class planning, implementation management, student evaluation, etc. are all responsibility of the class teacher. The class teacher is the “full manager” of the class. In the context of emphasizing the specialization of the head teacher and the performance of the wage system, it seems that these are taken for granted. In contrast, school teachers are only responsible for the day-to-day teaching of the class. They can be indifferent to class work and even the physical and mental development of the students. The educational functions of the teachers are rapidly degraded.