【摘要】 班主任制度是具有中国特色的班级管理制度，也是全面落实立德树人根本任务的必要保障。班主任作为我国教师队伍的重要组成部分，既是学生成长的重要他人，也是班级建设的核心引领，更是家校共育的桥梁纽带。基于统计数据、问卷调查、实地调研和深度访谈，研究发现，我国中小学班主任队伍整体迈向扩容提质阶段，班主任专业发展具有多维异质特征，并呈现“阶段性”波动趋势。同时，我国中小学班主任队伍也面临着权责失衡与声誉矮化双重困境、角色认知与角色体验多元偏差、工作强度与投入效能双向冲突、研究创新与指导能力发展受阻、主观幸福感与健康幸福感薄弱等诸多挑战。在全面推进教育强国建设和着力造就拔尖创新人才的战略背景下，推动中小学班主任专业发展须坚持厘清权责边界与强化薪酬保障、厚植教育家精神与涵养专业品性、落实减负提质与实施弹性制度、探索情境式培养与靶向式培训、推进尊师惠师与优化晋升机制等创新举措，为全面深化班主任队伍改革创新、打造素质精良的教师队伍、筑牢教育强国根基提供有力支撑。更多还原

【Abstract】 The class teacher system, which is a class management system with Chinese characteristics, serves as an essential guarantee for the complete practice of the fundamental mission of moral cultivation through education. As an important part of China’s teaching force, class teachers serve not only as key figures in student development but also as core leaders in class development and a bridge in family-school collaboration. This study, based on statistical data, questionnaires, field investigations, and in-depth interviews, reveals the following findings: Class teachers in China are on the whole stepping into a stage of expansion and quality improvement; their professional development exhibits multidimensional heterogeneity and demonstrates a trend of "phasic" fluctuations; and they face such challenges as the dual dilemma of imbalanced authority-responsibility mechanisms and diminished professional reputation, divergent perceptions and experiences regarding their roles, the conflict between their excessive workload and investment efficacy, the hampered development in their innovative research and instructional guidance capabilities, and their weakened subjective well-being and health-related happiness. Against the strategic backdrop of comprehensively advancing the development of a leading country in education and making efforts to cultivate top-notch innovative talents, the promotion of the professional development of class teachers necessitates innovative measures, including clarifying their authorityresponsibility boundary while strengthening their salary safeguards, helping them to embrace distinguished educators’ spirit and professional integrity, implementing their burden reduction and quality enhancement alongside their flexible working arrangements, exploring situation-based teacher preparation and targeted teacher training, and promoting respect and benefits for them while optimizing their career development mechanisms. These initiatives are expected to provide a robust support for the comprehensive deepening of the reform and innovation of the contingent of class teachers, the establishment of a high-caliber teaching force, and the consolidation of the foundation for a leading country in education.更多还原