Research And Suggestions On The Evolution Of Primary School Full-Time Teachers(2000-2019)

Education is the great plan of the country and the Party.In February 2019,the State Council proposed in the report "Modernizing Education in China 2035" that building a highly qualified,professional and innovative teaching force is one of the ten strategic tasks of education modernization,which for the first time elevates the strengthening of the teaching force to a national strategic level.This fully reflects the great importance attached to the work of teachers at the national level.The work of building the teaching force has become fundamental to the reform and development of education in the new era,and is also an important means to speed up the modernization of education,build a strong education country and achieve the great rejuvenation of the Chinese nation in China.Elementary school full-time teachers are the focus of the construction of the teaching force,the level of elementary school teachers determines the overall quality of future students,the construction of elementary school full-time teachers is crucial and significant.However,at present,there are many key problems in the structure of elementary school full-time teachers in China that need to be solved.The article studies the construction of elementary school full-time teachers in China,and through a longitudinal comparative analysis of six dimensions,such as student-teacher ratio structure,age structure,gender structure,title structure,education structure,and subject structure of elementary school full-time teachers,we understand the evolution characteristics and development trend of elementary school full-time teachers in China,and propose suggestions to improve the structure of elementary school full-time teachers in China from an objective,comprehensive,and systematic perspective.The article study used research methods such as literature research method,statistical analysis method and comparative research method,and the data sources were the education statistics of China’s Ministry of Education from 2009 to 2019,the data of the Organization for Economic Cooperation and Development(OECD)of the world and the public data of the Internet.This paper found the following problems:a disparity between regional and provincial disparities in student-teacher ratio structure,accelerated imbalance in the gender structure of elementary school full-time teachers,serious aging and a fault crisis;an obvious trend of higher education in the central and eastern regions,an unbalanced urban-rural education structure,a large gap in job titles,and an unbalanced subject structure in some regions.This indicates that the construction of a full-time teaching force in elementary school in China is imperative and has a long way to go.Through causal analysis,this study concludes that the causes of the low quality of China’s elementary school full-time teaching force are:poor teacher treatment protection,serious shortage of education funding,and obvious regional urban-rural economic disparity;biased perceptions of gender roles among elementary school full-time teachers,high professional pressure and low well-being of elementary school full-time teachers;narrow space for promotion of elementary school full-time teachers’ titles,establishment system "congenital deficiency",appointment system with no real name,unbalanced teacher discipline structure with large urban-rural disparities,unsound education policy formulation,inadequate implementation,and unreasonable assessment have led to the outstanding structural pitfalls of the elementary school full-time teaching force and become obstacles to further optimization of the elementary school full-time teaching force structure.Synthesizing the above research results,this study suggests that the current promotion of China’s elementary school full-time teaching force requires joint efforts from various aspects such as economic and social policies:first,increasing education funding and raising full-time teachers’ salaries;second,optimizing the gender structure at source and increasing the number of male teachers;third,improving teachers’ academic levels and integrating pre-service and post-service training;fourth,optimizing the structure of subject specialties and promoting balanced education development;fifth,improve the appointment system exit mechanism and improve the teacher title evaluation system;sixth,drive education informatization enhancement and promote innovative full-time teacher training,etc.