Research On The Optimization Of Teaching Faculty Construction In Nine-year Consistent Schools

The Nine-year Consistent Compulsory Education System is defined in the Dictionary of Education as a kind of Chinese education system that includes 5 years' primary education and 4 years' middle school education.Decision on Basic Education Reform and Development issued by the State Council in 2001 proposed that it is necessary to improve the system of teacher education,deepen the reform of the personnel system,and vigorously strengthen the construction of the teaching faculty in primary and middle school.Furthermore,the Decision believes that the construction of a high-quality teaching team is the key to the solid promotion of quality education.Researches shows the academic community unanimously recognized that the promotion of teacher education disciplinary construction needs full discussion to clarify the unique research object.The optimization of the teaching faculty construction in nine-year consistent schools is just a unique perspective and is able to participate in the discussion.Intangible gap between the primary teachers and middle school teachers exist in nine-year consistent schools,which is caused by the differences in teaching objects,teaching methods and work contents.Under such kind of circumstance,natural connections can not be fully achieved in the consistent education system.The purposes of this study are to discover the characteristics of teaching faculty in nine-year consistent schools as well as unfold the requirements of professional development urged by all sorts of groups.Moreover,it focuses on the optimization of teaching faculty construction,aiming to bring new experience and inspirations for school management and offer feasible methods of optimizing teaching faculty construction.With the help of questionnaire survey,interview and other research methods,this study analyzes the problems and the causes in the construction of teaching faculty from Songjiang Experimental School Affiliated to ECUPL.The main problems include incomplete faculty structure,insufficient attention to the improvement of faculty's professional ethics,weak professional competence on the whole together with faculty's lack of innovation spirit and development consciousness,etc.These problems mainly result from the current incomplete organizational system of the school with its inadequate culture,under-supplied professional development training opportunities and teachers' weak sense of belonging and career happiness.In view of such,this study provides countermeasures to optimize the construction of teaching team,including setting up a promising school development plan for the next three years,enriching the school culture based on teacher development,designing personalized training programs for different levels of teacher groups and improving the sense of belonging and professional happiness of the faculty.The current study holds that an optimal path for the construction of teaching team in nine-year consistent schools requires,in the first hand,a special plan for the construction of teaching team and an overall design of the school in the future on the basis of the overall school planning,with special attention to the recruitment and training of teachers who fit the future development of the school.The path then needs the improvement of the school culture by establishing correct teaching concepts,reforming the teaching and education system and constructing the school culture in an all-round way.To achieve this goal,"people-orientation" is the core,which means a school should develop the corresponding training mechanism and steps to meet the needs of teachers as human from different levels.At the same time,the construction,improvement and identification of school culture is also the process of the unification of school values,which plays an important role in optimizing teaching faculty construction.In this regard,positive school ethos and teaching and learning style,decent supporting campus environment and the school principal's proper guiding ideology all provide strong support for the school culture development.The third requirement of the path is the individualized measures and assistance for new teachers in the face of "work-study contradictions",backbone teachers' demands for high-level training and middle-level teachers who encounter their occupational bottlenecks.At last,the path demands enhanced teachers' sense of belonging and career happiness by helping them to self-diagnose and locate their career development,clarifying and improving incentive and restraint measures for teachers and formulating school education philosophy in joint hands.