Policy Evolution And Practice Of Primary And Secondary School Teachers' Titles

The teacher title system for primary and secondary schools is an important system for teacher professional evaluation and job management.It is not only a "flag" that guides the professional development of primary and secondary school teachers,but also has an important guiding role in the development of basic education.Since the founding of the People's Republic of China,the primary and secondary school teacher title system has experienced four stages of development:standardization,standardized formation,reform pilots,and comprehensive deepening of construction,showing a structural-oriented,professional development,fair-oriented,and integrated and diverse transformation trends.Through the analysis of the provincial policy texts,it is found that the current primary and secondary school teacher title policy is mainly focused on the path selection of "promoting construction through reform",the system design of "how to evaluate",and the connection of related supporting policies.Through the mining of relevant data such as the Educational Statistics Yearbook and the interview method,the practical dilemma faced by the teacher title system in primary and secondary schools was studied.The results found that: First,the institutional dilemma brought by the design of the title limit.The lag in job title growth leads to the extension of teachers' promotion years;there are obvious school-level differences in senior job titles;the "urban tendency" in the internal structure of urban and rural teachers still exists;the job title structure conveys "negative information" that needs attention.Second,the issue of alienation of evaluation standards.It is manifested as the one-sidedness of the evaluation indicators of education and teaching,the decisive role of "honor",and the tendency of scientific research pragmatism that emphasizes results rather than research.Third,the contradiction between quality and quantity in the assessment method.There are limits to quantitative assessment;the explicit value of teachers 'work is overemphasized;assessment methods that emphasize results over effects.Fourth,the fairness of the review process.The authenticity guarantee mechanism,review submission,supervision and correction mechanism of the application materials need to be improved,and the publicity standards for the review are different.Fifth,the link between the evaluation results and the treatment of teachers has caused a widening of the income gap between teachers,affecting the stability and development of the rural teaching staff.Teachers are constantly involved in the vortex of vicious competition and teacher convergence.The reasons for these problems mainly include the influence of deep cultural structure,the imbalance of unitary and multiple standards,the imbalance of instrumental rationality and value rationality in the assessment method,the imbalance of evaluation objectives and evaluation content,the vagueness of evaluation and management boundaries,and individual teachers ' The neglect of free will.Looking back on the history of the professional title system,the professional title system is produced under the background of continuous deepening of professional knowledge to measure the professional level and promote the structural stability and development of the professional team.Based on the above research,this paper believes that the value orientation of primary and secondary school teacher title evaluation should take into account "identification" and promote "development";the evaluation standard should be balanced between one yuan and multiples;Mainly;constantly improve the "procedural justice" and "result justice" of the review.