Research On Optimization Of Rural Teachers’ Title Promotion Standards

At present,the evaluation of rural teachers’ titles(jobs)has become an important part of the management and construction of primary and secondary school teachers in China.In the Rural Teacher Support Program(2015-2020),the title of “professional title(job)is inclined to rural schools” is one of the important policy tools for the construction of rural teachers.It is more conducive to “retaining” rural teachers teaching in rural schools.The optimization study of the promotion criteria of rural teachers’ titles has multiple meanings of policy,system and practice.The research methods of this study are divided into qualitative research methods and quantitative research methods.Qualitative research methods use Nvivo11 to analyze textual data;quantitative research schemes use SPSS21.0 to analyze data.Textual data and data are mainly from the investigation of Y County,H City,S Province.The quantitative part is based on the sample of 239 rural primary schools,and the 245 urban primary schools are supplemented with the sample of teachers to compare and analyze the promotion of the title of rural teachers.Through the establishment of the coding matrix between nodes and nodes,nodes and material sources,the qualitative part encodes the evaluation content and evaluation method of the teacher title promotion standard in Y County.The appearance of the promotion criteria for rural teachers in Y County mainly includes three types: standard type,standard content and evaluation method.In terms of types,the promotion criteria for rural teachers in Y County have two types:“quantitative assessment type” and “standard compliance type”;in terms of content,the evaluation content of township-level teacher title promotion standards is not comprehensive,mainly reflected in the title of county-level teacher.In the comparison of promotion guidance opinions,in the evaluation method,the evaluation method of the promotion of professional titles of rural teachers in Y County has an excessive quantitative tendency.Based on the above analysis,this research is based on the policy background of the title,the theory of fairness and the multi-dimensional perspective of the field theory.It empirically analyzes the actual orientation of the rural teachers’ evaluation of the promotion of the title,and draws the following conclusions: First,the rural teachers in the background The implementation of job title promotion standards is not in place;the second is the neglect of the content of rural teachers’ promotion standards in the perspective of fairness;the third is the evaluation of rural teachers’ title promotion criteria.According to the above findings,in order to understand the profound reasons for its occurrence,this study then analyzes the operation mechanism of the rural teacher title promotion field,including the functional orientation of the promotion criteria for rural teachers’ titles,and the subject of rural teacher title promotion evaluation.The three-part operation paradigm of the rural teacher title promotion standard in practice.First of all,the functional orientation of the promotion criteria for rural teachers’ titles should be the evaluation of the actual educational contribution of rural teachers,the effective differentiation of group characteristics and the improvement of the overall professionalization level of rural teachers.Secondly,the relevant departments at the county level are the first-level operational subjects for the evaluation of the promotion of professional titles of rural teachers.The township central schools are the secondary operation subjects,and the rural teachers are the competition subjects with the title interests.Finally,the “top-down” quota allocation,“bottom-up” conditional review and“unified concentration” qualification review constitute the operational paradigm of rural teacher title promotion standards.Among them,the "top-down" quota allocation is subject to inter-school teacher differences,resulting in the emergence of rural teachers’ titles,such as “less porridge” or “more porridge”.In addition,the promotion standard system with independent evaluation standards and post structure control standards makes the promotion of professional titles more prominent,and the evaluation criteria become the buffer zone for the post structure control standards;the“bottom-up” conditional review and “unified concentration” The qualification review is the process of promotion of the title,and the latter is interspersed with the process of the former.In the former case,the rural teachers who are under the jurisdiction of a township center school form a competitive relationship,and the township center does not constitute a competitive relationship;in the latter case,the rural teachers under different township centers constitute a competitive relationship,and the urban and rural teachers constitute a competitive relationship.The research based on the promotion criteria of rural teachers should not be completely copied to the city,but should not set a standard value orientation.Based on the rural teacher title policy,fairness theory and field theory,the paper summarizes the optimization of rural teacher title promotion standards.The principle of unity is the unity of management and development,the unity of instrumentality and humanity,the unity of commonality and individuality.The optimization of rural teacher title promotion standards is a systematic project,not only the unilateral optimization of evaluation content,but also the optimization of policy implementation process.Therefore,through the "one body two wings"-to open up the teacher’s career development auxiliary road,"two standards and one way home"-to achieve the promotion of professional title promotion gradient,"three parties complement each other"-strive for the title,treatment,honor and complement each other to optimize the path exploration,given The following optimization suggestions: First,the overall situation,the rural teacher title promotion criteria are precisely tilted;second,appropriate and appropriate,rural teacher title promotion standard evaluation content adjustment;third,effective incentives,rural teacher title promotion standard role boundary widening.