Problems And Perspectives Of High School Teachers' Title Review System

The title system is the most important evaluation system for professional and technical talents in China,and it is also a good and necessary standard for selecting talents.It has been implemented for about 30 years and has been very effective for the teachers in basic education to grow and improve their education and teaching level.However,along with the rapid development of social economy,the policies on teacher professional and technical personnel ranking titles are slowly changing,and some problems have arisen in the process of implementing these policies,leading to more and more prominent problems of title evaluation,and the society has gradually put forward demands to reform the teacher title evaluation system,and some people even hope that the evaluation system will no longer be used in the future,and as time goes by,these situations As time went on,these situations became more and more intense.By 2009,the state began to take a series of actions regarding the inconsistency between the teacher and title evaluation systems,first trying to reform the evaluation system in some locations and then obtaining some practical solutions.Soon in 2012,more and more cities were included in the reform,and three years later,the reform was being implemented in cities across the country.As the reform of high school teachers' title system in various sectors of senior secondary education was promoted,more and more high school teachers,people engaged in education and many experts and scholars carried out extensive research on the high school teachers' title evaluation system,and since the title evaluation work involves the vital interests of the majority of high school teachers,this change soon attracted the attention of all high school teachers.In this context,it is not difficult to find that,compared with the professional and technical titles of high school teachers and the titles of teachers at the compulsory level,the title evaluation system at the high school level still needs in-depth analysis,and most importantly,the research on the title evaluation system of high school teachers in China is very important for further improving the title evaluation work of high school teachers in China and promoting the increasingly healthy development of education at the basic education level.political and economic theory and social reality significance.When the title review system was implemented in China's high schools,the teacher appointment system as well as the merit pay system were also used,but the content of the system still did not keep pace with the changes within education,and the personnel and curriculum of teachers in schools were changing at a rapid pace,and this situation created some problems in the development of high school level education in China.This also shows once again that the content of the high school teacher title evaluation system has some degree of unreasonableness and unscientific and other problems.Since students are the future of our country,the successors of socialism and the leaders of the times,it is crucial to build a high quality and high level teacher team,and the scientific establishment of the teacher title evaluation system will make the teacher force become strong.However,in recent years,the title evaluation system of high schools in all provinces and cities in China is no longer unchanged,but has been changing year by year to meet the development of education in each province and city.No matter how to change,the evaluation system has been developing in the same direction,such as focusing on teaching and quality education,tilting the policy for rural teachers,and the content of the system is getting more and more detailed.However,under such a premise,there are still many problems,the title review is more difficult,the review system has a single requirement,some requirements are more difficult for teachers to complete,but there is no way to change,there is also the review work,some ways are not standardized,and many other problems.Many teachers are complaining and are very dissatisfied with the title review work and have skeptical attitude towards the content of the system.As I am teaching in a school,I have a deep impression of the current teacher title evaluation system and I have a deeper experience of the unscientific and unreasonable evaluation system.Therefore,I choose this topic as the research content and try to analyze the problems of the high school teachers' title evaluation system at home and abroad.Firstly,the background and significance of the article are explained from several angles,the method of the article research and related concepts are described,then the history of the changes of the high school teachers' title system is sorted out,the direction of the development of the high school teachers' title review system can be comprehensively summarized,the relevant relationship between the high school teachers' title review system and the construction of the high school teachers' team is clarified,the questionnaire survey method and the interview method are combined and some high school teachers in a certain place are taken as examples The current situation is analyzed,and the problems in the high school teacher title evaluation system and in the implementation process are pointed out from four aspects,mainly the unreasonable evaluation structure,the imperfect title evaluation system and the functional problems of title evaluation as well as the perspective of title evaluation work,so as to try to build a more scientific and operable teacher title evaluation system.Finally,the three aspects of improving the index system,reforming the management system of title evaluation and optimizing the evaluation mode are discussed to explore how to establish a more reasonable title evaluation system for high school teachers,and conclusions are drawn to eliminate the primary contradiction of the incongruity between the development of education and the content of the system,to focus on the professional and self development of teachers,and to implement the behavior of teacher moral evaluation that floats on the surface.