C市小学教师队伍建设的现状、问题与对策研究
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摘要
近年来,C市的小学教师队伍建设取得了较好的成绩,但是与社会发展和教育发展的要求相比,还存在一定的差距。本文以C市的小学教师队伍建设为研究对象,分析了当前区域性小学教师队伍建设的现状,试图探寻当前小学教师队伍建设中的主要问题和形成原因,并提出了一些解决问题的对策。
第一部分为导言。本部分首先主要从C市教师队伍建设的重要性、历史与现状等方面论述了研究的起因;其次,对“教师队伍建设”的概念进行了分析,梳理出“管理”和“培训”这两个关键词,并提出人力资源管理理论、教师专业化与教师专业发展理论和教育公平理论是研究教师队伍建设的重要支撑性理论;再次,从教师继续教育、教师管理与评价等方面论述了国内外关于教师队伍建设研究的现状及趋势;最后,介绍了本研究的研究方法,包括文献研究法、调查法、个案分析和政策研究等。
第二部分为C市小学教师队伍建设的现状研究。本部分采用三种研究方法,从三个角度分别阐述了C市小学教师队伍建设的现状:首先,采用问卷法,调查研究小学教师队伍建设的现状;其次,提供了两所小学的教师队伍建设的个案分析并作了相应的探讨;最后,还从教育行政的宏观视角论述了C市小学教师队伍建设的现状。
第三部分分析了C市小学教师队伍建设中的主要问题及其原因。在现状研究的基础上,本部分首先提出C市小学教师队伍建设中的主要问题是队伍的结构性失衡、队伍的整体素质不适应实施素质教育的高要求和教师压力过大。然后从相关的配套制度还不够完善、学科师资配置不能适应基础教育课程改革的要求、教师的进修和培训力度跟不上时代发展的步伐和经济发展水平与教育经费投入水平制约农村教师队伍的建设等四个方面分析了导致这些问题的主要原因。
第四部分提出了新时期C市小学教师队伍建设的对策。本部分首先明确了新时期C市小学教师队伍建设的目标和重点,提出要着力提高小学教师队伍的思想道德素质和业务素质。其次提出,新时期C市小学教师队伍建设的对策,一是深化人事制度改革,优化教育政策,激发小学教师队伍的活力,二是加强培训督导,提升小学教师队伍的专业化水平,三是统筹城乡教育,营造小学教师队伍和谐发展的公平环境,四是增加经费投入,完善保障机制,促进小学教师队伍建设的可持续发展。
In the past few years, the team building of primary school teachers has achieved fairly good results in C. However, compared with the demand of the social development and education development, there is still a gap. The article studies the team building of primary school teachers in C, analyzes the regional status of the team building of primary school teachers, aims to explore the key problems and causes of the team building of primary school teachers and puts forward some solutions to the problems.
The first part is introduction. Firstly, this part discourses at the causes of the research at the aspects of the importance, the history and the status of the team building of teachers. Secondly, it analyzes the concept of the team building of teachers, cards two keywords, which are "management" and "training" and proposes that the human resource management theory, the teacher specialization & teacher professional development theory and the education fair theory are important pillar theories in the research of the team building of teachers. Next, it discourses the status and the trend of the domestic and overseas research of the team building of teachers at the aspects of teachers' further education, teachers management and evaluation. Finally, it introduces the research methods used in the research, which include literature research, investigation, case study and policy research.
The second part is the research of the status of the team building of primary school teachers in C. This part adopts three research methods and expounds the status of the team building of primary school teachers in C from three angles. First, it investigates the status of the team building of primary school teachers in C. Second, it provides two case study of the team building of teachers in two primary schools and has a corresponding discussion: Finally, it expounds the status of the team building of primary school teachers from a macro-perspective of the education administration.
The third part analyzes the key problems and causes of the team building of primary school teachers. Based on the analysis of the research of the status, the part first proposes that the key problems of the team building of primary school teachers are that the team structure is imbalanced, the overall team quality can't keep up with the high demand for the implementation of quality education and the teachers are stressed out. Then it analyzes the causes of the problems in four aspects. The four aspects are that the relevant supporting systems are not perfect, the teacher allocation for subjects can not adapt to the demand for the elementary education curriculum reform, the efforts put into the teachers' learning and training are unable to keep up with the pace of times development, and the economic development level and education funding input level restrict the team building of teachers in rural areas.
The fourth part brings forward the countermeasures of the team building of primary school teachers in the new times. First, the part defines the goals and focuses of the team building of primary school teachers in the new times and suggests focusing on improving the primary teachers' ideological, moral and professional qualities. Secondly, the countermeasures of the team building of primary school teachers in the new times are put forward. The personnel system reform should be deepened and the education policy should be optimized to stimulate the vigor of the primary school teachers. The training and steering should be strengthened to enhance the primary school teachers' professionalism. The urban and rural education should be planned as a whole to create a fair environment for the harmonious development of the team building of primary school teachers. The input of funds should be increased and the safeguard mechanism should be improved to promote the sustainable development of the team building of primary school teachers.
第一部分为导言。本部分首先主要从C市教师队伍建设的重要性、历史与现状等方面论述了研究的起因;其次,对“教师队伍建设”的概念进行了分析,梳理出“管理”和“培训”这两个关键词,并提出人力资源管理理论、教师专业化与教师专业发展理论和教育公平理论是研究教师队伍建设的重要支撑性理论;再次,从教师继续教育、教师管理与评价等方面论述了国内外关于教师队伍建设研究的现状及趋势;最后,介绍了本研究的研究方法,包括文献研究法、调查法、个案分析和政策研究等。
第二部分为C市小学教师队伍建设的现状研究。本部分采用三种研究方法,从三个角度分别阐述了C市小学教师队伍建设的现状:首先,采用问卷法,调查研究小学教师队伍建设的现状;其次,提供了两所小学的教师队伍建设的个案分析并作了相应的探讨;最后,还从教育行政的宏观视角论述了C市小学教师队伍建设的现状。
第三部分分析了C市小学教师队伍建设中的主要问题及其原因。在现状研究的基础上,本部分首先提出C市小学教师队伍建设中的主要问题是队伍的结构性失衡、队伍的整体素质不适应实施素质教育的高要求和教师压力过大。然后从相关的配套制度还不够完善、学科师资配置不能适应基础教育课程改革的要求、教师的进修和培训力度跟不上时代发展的步伐和经济发展水平与教育经费投入水平制约农村教师队伍的建设等四个方面分析了导致这些问题的主要原因。
第四部分提出了新时期C市小学教师队伍建设的对策。本部分首先明确了新时期C市小学教师队伍建设的目标和重点,提出要着力提高小学教师队伍的思想道德素质和业务素质。其次提出,新时期C市小学教师队伍建设的对策,一是深化人事制度改革,优化教育政策,激发小学教师队伍的活力,二是加强培训督导,提升小学教师队伍的专业化水平,三是统筹城乡教育,营造小学教师队伍和谐发展的公平环境,四是增加经费投入,完善保障机制,促进小学教师队伍建设的可持续发展。
In the past few years, the team building of primary school teachers has achieved fairly good results in C. However, compared with the demand of the social development and education development, there is still a gap. The article studies the team building of primary school teachers in C, analyzes the regional status of the team building of primary school teachers, aims to explore the key problems and causes of the team building of primary school teachers and puts forward some solutions to the problems.
The first part is introduction. Firstly, this part discourses at the causes of the research at the aspects of the importance, the history and the status of the team building of teachers. Secondly, it analyzes the concept of the team building of teachers, cards two keywords, which are "management" and "training" and proposes that the human resource management theory, the teacher specialization & teacher professional development theory and the education fair theory are important pillar theories in the research of the team building of teachers. Next, it discourses the status and the trend of the domestic and overseas research of the team building of teachers at the aspects of teachers' further education, teachers management and evaluation. Finally, it introduces the research methods used in the research, which include literature research, investigation, case study and policy research.
The second part is the research of the status of the team building of primary school teachers in C. This part adopts three research methods and expounds the status of the team building of primary school teachers in C from three angles. First, it investigates the status of the team building of primary school teachers in C. Second, it provides two case study of the team building of teachers in two primary schools and has a corresponding discussion: Finally, it expounds the status of the team building of primary school teachers from a macro-perspective of the education administration.
The third part analyzes the key problems and causes of the team building of primary school teachers. Based on the analysis of the research of the status, the part first proposes that the key problems of the team building of primary school teachers are that the team structure is imbalanced, the overall team quality can't keep up with the high demand for the implementation of quality education and the teachers are stressed out. Then it analyzes the causes of the problems in four aspects. The four aspects are that the relevant supporting systems are not perfect, the teacher allocation for subjects can not adapt to the demand for the elementary education curriculum reform, the efforts put into the teachers' learning and training are unable to keep up with the pace of times development, and the economic development level and education funding input level restrict the team building of teachers in rural areas.
The fourth part brings forward the countermeasures of the team building of primary school teachers in the new times. First, the part defines the goals and focuses of the team building of primary school teachers in the new times and suggests focusing on improving the primary teachers' ideological, moral and professional qualities. Secondly, the countermeasures of the team building of primary school teachers in the new times are put forward. The personnel system reform should be deepened and the education policy should be optimized to stimulate the vigor of the primary school teachers. The training and steering should be strengthened to enhance the primary school teachers' professionalism. The urban and rural education should be planned as a whole to create a fair environment for the harmonious development of the team building of primary school teachers. The input of funds should be increased and the safeguard mechanism should be improved to promote the sustainable development of the team building of primary school teachers.
引文
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[3]罗纳德·克林格勒,约翰·纳尔班迪.公共部门人力资源管理:系统与战略[M].孙柏英等译.北京:中国人民大学出版社,2001.
[4]朱新卓.“教师专业发展”观批判[J].教育理论与实践,2002(8).
[5]刘芳.教师专业发展之策略[J].教育探索,2003(9).
[6]张素玲.教师专业发展的特点与策略辽宁教育研究,2003(8).
[7]联合国教科文组织国际21世纪教育委员会.教育--财富蕴藏其中[M].北京:教育科学出版社,1996.
[8]朱新卓.“教师专业发展”观批判[J].教育理论与实践,2002(8).
[9]朱新卓.“教师专业发展”观批判[J].教育理论与实践,2002(8).
[10]张素玲.教师专业发展的特点与策略[J].辽宁教育研究,2003(8).
[11]钟海清,卢辉炬.教师专业发展的意义探寻[J].广西师范学院学报(哲学社会科学版),2003(3).
[12]张祥明.对教师专业发展评价的重新审视[J].教育评论,2002(1).
[13]李宝荣.美国优秀教师专业发展标准及认证制度.基础教育参考,2006(6).
[14]胡庆芳.国际教师继续教育的现状与未来发展的趋势.教师继续教育,2005(3).
1.保罗·弗莱雷.被压迫者教育学[M].顾建新等译.长春:东北师范大学出版社,2001.
2.E·马克·汉森.教育管理与组织行为[M].冯大鸣译.上海:上海教育出版社,2005.
3.傅树京.PDS与TDS:教师专业发展的有效途径[J].教师教育研究.2004(6).
4.郭成.教师职业道德修养专题[M].北京:当代世界出版社,2001.
5.胡庆芳.国际教师继续教育的现状与未来发展的趋势[J].教师继续教育,2005(3).
6.黄济,等.现代教育论[M].北京:人民教育出版社1996.
7.康永久.教育制度的生成与变革[M].北京:教育科学出版社,2003.
8.李宝荣.美国优秀教师专业发展标准及认证制度[J].基础教育参考,2006(6).
9.李方.现代教育研究方法[M].广州:广东高等教育出版社,2004.
10.联合国教科文组织国际21世纪教育委员会.教育--财富蕴藏其中[M].北京:教育科学出版社,1996.
11.林崇德.教育的智慧[M].北京:开明出版社,1999.
12.林建坤.教育创新的理念与案例[M].南京:江苏人民出版社,2001.
13.刘芳.教师专业发展之策略[J].教育探索,2003(9).
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