Comparative Study Of The Primary And Secondary School Teachers' Rights Guarantee Policy Between China And USA

With the rapid development of China's economy,society and information technology,the awareness of the citizen's rights consciousness,and the teacher's rights as the individual's internal independent factors,are increasingly drawing attention from all walks of life.In recent years,teachers' rights infringements have occurred repeatedly.Many media disclosures of teachers' rights infringement incidents have been alarming and have aroused strong repercussions from the community and public opinion.Therefore,the research on teachers' rights and their protection has become one of the most important research topics for the government and the academic community in the past decade.The research on teachers' rights protection policy is the direction that needs to be developed urgently in our country's related research fields."Stones from other hills may serve to polish the jade of this one." The United States has made more significant achievements in the field of teacher rights protection policy development and reform,as well as in the field of teachers' rights protection and related policy research.By comparison,it can provide some useful examples and successful experiences for our country.From the angle of policy research,using literature method,comparative method and text analysis method,comprehensive analysis and research on the system of teachers in primary and secondary schools between China and the United States rights policy,in order to provide useful reference and inspiration for the reform,strengthen the construction of primary and secondary school teachers in China to protect the rights of the policy for teacher in primary and secondary schools.This research firstly compares and analyzes the development course of teachers' rights guarantee policies in primary and secondary schools between China and the United States,systematically reviews the development history and corresponding systems of teachers' rights guarantee policies for primary and secondary schools in both countries.It is divided into three stages: budding,development and maturation.It has been found that the policy of guaranteeing the rights of teachers in primary and secondary schools in our country started late,the development is slow,and the policy system is not perfect.Secondly,the author compares the development subjects of teachers' rights guarantee policies for primary and secondary schools in both countries.In this section,the government,education unions,and teachers are selected as the main research objects.From the three subjects' rights,participation methods and approaches,and role plays and functions,a detailed analysis of the policies of the two countries is conducted.It has been found that the government,education unions,and teachers in the United States all participate in the development,implementation,and technical support of policy development in varying degrees.They also play different and irreplaceable roles,and jointly promote teacher rights guarantee policy reform and implementation.The top-down policy system in China makes the formulation of policies can only be governments at all levels,and the education unions and teachers play an insignificant role due to the lack of powerful channels for vocalization.Third,the author compares the contents of the policy guarantees for teachers in primary and secondary schools in both countries.The three main rights of academic freedom,continuing training and punishment are selected for comparison.It has been found that China has problems in many aspects.By contrasting with the practice in the United States,we hope to learn useful and worthwhile practical experience from the United States.Finally,based on the analysis of China's primary and secondary school teachers' rights guarantees policy,and on the basis of the comparison between China and the United States,we put forward enlightenment to the reform of China's teachers' rights guarantee policy for primary and secondary schools.