Teachers'Anti-educational Behavior: Conceptual Interpretation, Problem Inspection and Governance Strategy

The "anti-educational behavior" of teachers is a deviation or departure of teachers' behavior from the education essence, the deviation from the core educational values with a negative effect on the physical and mental development of students. Such behavior presents distorted, inappropriate, and erroneous characteristics in educational practice, which are mainly manifested as alienation of professional role, lack of social responsibility, rewriting of the original nature of education, and distortion of normal teacher-student relationship. Correcting and rectifying such behavior is the concrete embodiment of the modernization of education governance. It is not only the inherent requirement of returnning to the nature of education, but also the inevitable choice of building a strong country in education. Therefore, in terms of governance, it is necessary to seek a new perspective from the exploration of the causes of teachers' anti-educational behavior, find the dependent variables from the value identification of "promoting education to return to the origin", and explore the convergence point from the construction of the "multiple co-governance" model. In the process of governance, we should refine the target positioning in "effective governance", deploy the main body cooperation in "collaborative governance", and coordinate the interactive operation in "complexity governance". In terms of governance strategies, we should strive to explore the "multi-subject co-governance" model, relying on the mechanism of "meta-governance", "self-organization", "participation" and "rule of law". This is not only a theoretical breakthrough to the traditional governance mode, but also a practical exploration and innovation of the "Chinese way" of teachers' the "anti-educational behavior" governance.