| Division of Teaching and Research in basic education in China is a unique body not only in the history of educational growth in China, but also in the history of educational development in the world. Division of Teaching and Research, which has gone through more than half a century since its birth, has played a vital role in safeguarding the teaching quality of basic education in China, and also has played an irreplaceable part in such a difficult situation—rough overall educational condition, limited educational investment, and low-level teaching staff. However, with the constant further reform and development of basic education in China, Division of Teaching and Research can not meet the fresh needs of teachers and schools in terms of system design and operation mechanism. The key downsides of Division of Teaching and Research are domonstrated in the following three aspects: First of all, the ongoing value orientation is the top-down, multi-faceted, and teaching management-based and normalization-based training pattern, which neglects the individual professional development, leads to some absurd phenomenon, and is unable to keep pace with the time. Secondly, the supervision-free management helps teachers and school with "blood transfusion" instead of "blood production". Lastly, The instrument-oriented activities organized by Division of Teaching and Research prevent teachers and schools from bringing their individual wisdoms into full play. Therefore, it is high time that Divisions of Teaching and Research in China were reformed by deliminating the out-of-date contents and remaining the useful ones.In the light of theories of neo-institutionalism, sociology of organization and teacher professional development, this paper, by the use of comparative research approach, archival research approach and empirical research approach, is going to address the following four issues: The first one is about the birth, evolution and the current situation of Division of Teaching and Research with strong Chinese characteristics. The second one is the impacts of Division of Teaching and Research on teachers and teachings in basic education in China in different periods, and the challenges Division of Teaching and Research is confronted with. The third one is about the innovation of system in Division of Teaching and Research, advanced experiences and implications from abroad. And the fourth one is with respect to the innovation reform of Division of Teaching and Research, value orientation and strategies to be applied to the reform.Chapter one is to give an account of the reasons why this topic was chosen, review of academic literature, research methodology, definition and distinction of some important terminologies.Since the study of the innovation of Division of Teaching and Research can not be separaated from its historical background, the second chapter is to delineate the evolution of Division of Teaching and Research, to examine the characteristics and value orientation of Division of Teaching and Research, and to point out the existing problems and the solutions to the difficulties. Whether or not the things undertaken by Division of Teaching and Research are conducive and benifical to the enhancement of teachers and their schools is the mere proof that can prove the rationality and efficiency of Division of Teaching and Research.Chapter three is to point out the problems with which Division of Teaching and Research is faced on account of its supervision-free management and the instrument-oriented activities, and to raise some reflections on system innovation of Division of Teaching and Research. In despite of the fact that no counterpart of Division of Teaching and Research has existed abroad, yet there are still some administrative bodies whose functions are in part similar to Division of Teaching and Research. Now, Division of Teaching and Research in China has become a multi-functional body which covers teaching guidance, teaching research, teacher training and business management. But the ultimate goal of Division of Teaching and Research is to promote the teaching competence of teachers from primary and secondary schools in China by offering myriads of teacher training at intervals.By making a comparative study of the construction and practice of in-service training organization for primary and secondary school teachers in former Soviet Union, America, Britain and Japan, the fourth chapter is to provide some beneficial ideas, advaned experiences and viable approaches for the building of innovative system of Division of Teaching and Research from the perspective of an in-service organization for the primary and secondary school teachers in China. The system of Division of Teaching and Research is made on the basis of given values which in return reflect the objectives of Division of Teaching and Research. It is of great importance for Division of Teaching and Research to establish a new system and set up new values, which decide the function and practice of of Division of Teaching and Research.Owing to the principal difficulties in the construction and operation of Division of Teaching and Research in China, the fifth chapter is to undertake an empirical analysis of the innovation with regard to the teacher professional development by Division of Teaching and Research. As an innovative strategy, this dissertation puts up a new system of Division of Teaching and Research which emphasizes the integration of group teacher professional development guided by the researchers from Division of Teaching and Research with individual teacher professional development.
|
PDF Full Text Request