Analysis On The History Of China Primary And Middle School Teacher Educational Policy After Reform (1978-2008)

Teacher educational policy is the lifeline of teacher education. As a part of public policy, it not only pointed out the direction of teacher education, but also is an important factor in promoting educational business development. The thesis will analyze china teacher educational policy in detail based on the horizontal aspect of pre-occupational cultivation, enter-occupational education and post occupational training, the vertical aspect of thirty years development of teacher education in order to find the intrinsic skeleton. It maybe has some realistic significance for china teacher education healthy development in future through understanding the gain and loss of china teacher educational policy, learning its experiences and lessons.The thesis can be divided three parts:The first part introduces the theoretical principle of teacher educational policy. It contains policy analysis procedure, policy analysis methods, policy analysis theoretic premise.The second part is an integral part of the thesis. By the intrinsic skeleton and feature standard, the teacher educational policy development can be divided three stages from 1978 to 2008: the stage of recovery revision quest and raise (1978-1990), the stage of law (1991-2000), the stage of balance and open (2001-2008). It analyzes the teacher educational policy in detail from four aspects: policy setting background, policy development intrinsic skeleton, achievement and feature, open question.The third part analysis the feature and question of thirty years about the China primary and middle school teacher educational policy from macroscopic lay based on the second part and gives some advices. In a whole word, the feature and question of China primary and middle school teacher educational policy can be generalizingd two sentences: It is developmental in a whole and unbalanced in a local from the policy development mode; it is from above to below and lacks to control from the policy execution mode. Therefore, the teacher educational policy making should really establish the priority status of teacher education development, build exoteric teacher education system, impel teacher education specialization through perfecting teacher qualification authentication system and making pedagogy scientific, promote teacher resources balanced, raise the teachers integrative quality etc.