“70后”班主任是中小学德育队伍中的中坚力量。随着社会发展和就业竞争的加剧,他们所承受的压力与日俱增,“倦怠”正悄然侵袭着他们的职业幸福。如何破解这种倦怠现象,引领班主任走向职业幸福,成为每所学校亟待解决的问题。倦怠类型聚焦笔者所在的学校,“70后”班主任占全体班主任的78%。通过问卷、访谈、观察和工作记录等方式,笔者了解到,出现倦怠的“70后”班主任大致可归为以下几种类型:激情消退型。这类教师普遍有了较高的职称、获得了不少荣誉,对班主任工作不再充满激情。他们每天按 “70 after ” class teacher is the backbone of primary and secondary moral education team. With the social development and employment competition intensified, they are under increasing pressure, “burnout ” is quietly affecting their professional happiness. How to crack this phenomenon of burnout, to lead the class teacher toward professional happiness, has become an urgent problem to be solved in each school. Burnout focused on the author’s school, “after 70 ” class teacher accounted for 78% of the total class teacher. Through questionnaires, interviews, observation and records of work, etc., I learned that burnout “70 after ” class director can be broadly classified as the following types: passion subsided type. Such teachers generally have a higher title, received a lot of honor, no longer full of enthusiasm for class teacher. They press everyday