【作者】 王大磊；

【导师】 黄书光；

【作者基本信息】 华东师范大学 ， 教育史， 2011， 博士

【摘要】 建设一支高质量的教师队伍,是培养社会主义建设人才的关键。因此,制定科学的教师政策以加强教师队伍建设无疑具有十分重要的理论价值和现实意义。本研究旨在对我国建国以来的中小学教师政策进行系统的历史考察和逻辑分析,并努力探讨其存在的问题及原因,在此基础上提出了完善我国当代中小学教师专业发展政策内容的若干建议。本论文除导言外,共分五章,三大部分。第一部分是第一章,通过对近现代及建国后我国中小学教师专业发展政策的历史回顾,可以看到经过不断的调整与发展,我国中小学教师的专业发展政策主要实现了三个转变：一是由传统的师范教育向教师教育转变,实现了教师教育职前培养、入职教育和职后培训进修的一体化；二是由封闭的师范教育体系向开放的教师教育体系转变；三是由中专、大专、本科构成的传统三级师范教育体制向由大专、本科、研究生构成的新三级师范教育体制转变。进入新的世纪以来,随着一系列教师教育政策的出台和完善,促进了教师教育观念的转变、教师教育体制的改革和教师教育体系的完善。教师教育标准体系的建立、教师教育体制的创新、教师教育管理制度的改革和完善、教师教育国际化、教师教育公平等将是其发展的趋势,最终目的是建立与社会经济和教育发展相适应的现代教师教育体系,满足人民群众对优质教师和教育的需求。第二部分包括第二、三、四章,把我国建国以来制定的教师专业发展政策分为教师准入政策、教师任用政策和教师待遇政策三部分,进行了比较详细的考察、分析和反思。第二章,重点阐述了要把好中小学教师的“入口”关,从政策上规范中小学教师的任职资格标准,严格教师准入制度,进一步深化和完善教师岗位聘任制,是加强教师队伍建设的迫切要求。第三章的教师任用政策,从教师培训政策、教师评价政策、教师评聘政策、教师激励政策4个方面阐述了建国以来我国教师任用政策的制定、实施情况及存在的问题及对策。其中在教师激励方面的政策制定很不完善,有必要借鉴新加坡等国家在激励教师工作方面所采取的政策措施,从而切实调动中小学教师的工作积极性。第四章的教师待遇政策从教师地位、教师职业权利、教师工资、教师福利等方面阐述了我国中小学教师待遇政策的历史发展变化过程,强调了教师待遇政策在整个教师政策体系中具有特别重要的地位。第三部分是第五章,以W区为个案具体探讨了中小学教师专业发展政策的贯彻执行情况。近几年来,中央和地方政府相继出台了多项促进城乡教师均衡发展的政策。主要包括农村教师“特岗”计划、免费师范生政策、农村教师编制改革政策、农村学校教育硕士师资培养计划,和新教师统一招聘政策、严禁聘用代课教师、大规模农村教师培训、城乡教师交流等政策。这些政策在W区得到很好的执行,然而仍有不足之处。文章最后根据我国中小学教师专业发展政策在建国后实施的实际情况及本人在实践中的广泛调查提出了一些建议：明确中小学教师专业发展政策的目标和方向,促进政策执行者及相关人员对政策的理解,尽快提高执行主体的执行能力,政策制定需要考虑政策之间的兼容性。同时要重新定位政府在教师专业发展中的角色,切实实现教师专业发展政策在政府教育中的地位从边缘到教育政策中心的转变。更多还原

【Abstract】 Constructing high-quality teachers is the key to cultivating national talents for socialist construction. Therefore, making scientific teacher policies has significant theoretical values and realistic meanings in improving the qualities of teachers.Through systematic exploration on historical development and logical analysis, the study of policies on teacher professional development in primary and secondary schools in PRC aims to explore its problems and reasons, and then put forward some proposals for improving teacher professional development in primary and secondary schools. Besides the part of Introduction, the paper mainly includes three parts, divided into five chapters.The first part is the first chapter. Reviewing the history of Chinese teacher professional development in primary and secondary schools since modern and contemporary China, we can see that the policies on Chinese teacher professional development in primary and secondary schools have achieved three major changes: the first, it has transformed from the traditional normal education to teacher education, achieving the integration of pre-service training of teacher education, entry-job education and post-job training education; the second, it has transformed from a closed teacher education system to an open one; the third, it has transformed from a traditional tertiary normal education system consisting of secondary normal schools, colleges and undergraduates to a new three-level system including colleges, undergraduates and graduates.Since the year of 2000, the introduction and improvement of a series of policies on teacher education has promoted the transformation in the concept of teacher education, the system reform of teacher education and the improvement in the system of teacher education. And its developmental trends include the establishment of a standard system of teacher education, the innovation of teacher education system, the reform and implementation of the management system of teacher education, the internationalization of teacher education and the fairness of teacher education etc., whose ultimate goal is to establish a modern system of teacher education fit well with the socio-economic and educational development, and meet people’s demands for the high-quality teachers and education. The second part consists of the second, third, fourth chapters, in which teacher professional development policy since the founding of PRC is divided into three parts including teacher access policy, teacher appointment policy and teacher treatment policy, and the more detailed analysis and reflection have been conducted. In the second chapter, the "entry" of teachers in primary and secondary schools is the focus. It is an urgent demand for strengthening teachers’qualities to standardize the teachers’ qualifications, to strict teacher access system and further deepen and improve the teacher appointment system. The third chapter lays emphasis on the teacher appointment policy. Based on the four aspects including teacher training policy, teacher evaluation policy, the policy on appraisal and appointment of teachers, teacher incentives policy, it describes the formulation and implementation of policies and the problems and counter measures since the founding of PRC. Among teacher incentives, policy-making is far from perfect. In particular, it is necessary to make reference to the policy in encouraging teachers in Singapore and other developed countries, and take measures to motive the enthusiasm of teachers in Chinese primary and secondary schools. The fourth chapter focuses on the teacher treatment policy. From the four aspects consisting the status of teachers, professional rights of teachers, teacher salaries, teacher welfare, the chapter expounds the historical development of teacher treatment policy and emphasizes the important position of the teacher treatment policy in the whole system of teacher policies.The third part is the fifth chapter. Taking W District as an example, it discusses the implementation of the policies on teacher professional development in primary and secondary schools. Especially in recent years, the central and local governments have promulgated a number of policies to promote the balanced development of urban and rural areas, mainly including the "special post" plan for rural teachers, free Normal School Students policy, the reform policy of establishment for rural teachers, program for training teachers with Master of Education in rural schools, uniform new teacher recruitment policy, strictly prohibiting hire substitute teachers policy, large-scale teacher training policy in rural areas, the exchange of urban and rural teachers policy and other policies. Though these policies in the W District are well carried out, there are still some problems.In the last part, according to the current carry-out situation of the policies on teacher professional development and my extensive investigations in practice, a number of suggestions have been proposed, such as to be clear the goal and direction of policies on teacher professional development in primary and secondary schools, to promote the policy makers and relevant staff to understand polices, to improve their ability to implement the policies, to take the compatibility among policies into consideration in making policy. Meanwhile, the roles that government has played on the course of teacher professional development should be re-positioned, achieving the changes in the policies of teacher education development from the edge to the centre of educational policy.更多还原