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对北京市6个区县36所学校分层抽样的教师的调研表明:北京市推进义务教育教师交流取得了一些成绩,但存在教师交流的面不广,各区县不平衡,教师参与交流内在动力不足,交流政策在指导、激励、评价等方面的缺失,交流效果不理想等问题。从制度层面看,教师交流存在异地交流与属地管理、交流的短期性与其专业发展稳定性、交流的强制性与人本的管理理念、学校编制相对稳定与流动教师编制空缺、交流教师文化与交流学校文化差异等矛盾或冲突。造成这种困境的原因来自制度本身、制度的制订者和执行者、制度环境等方面。要提高实效,就需要明确义务教育教师交流政策目标,合理划分与落实政府、学校、教师的责任,健全长效机制,优化政策环境,加强教师交流政策研究。
The survey of teachers stratified by 36 schools in 6 districts and counties in Beijing shows that some achievements have been made in promoting the exchange of teachers in compulsory education in Beijing. However, there are some problems in teachers exchanges, such as unbalanced districts and counties, intrinsic motivation of teachers participating in exchanges Inadequate exchange of guidance in the guidance, lack of inspiration, evaluation and other issues, the exchange effect is not ideal and so on. At the institutional level, there are exchanging and managing of teachers in different places, the short-term nature of communication and the stability of its professional development, the compulsory and human-based management concept of communication, the relatively stable establishment of schools and the vacancy of teacher preparation and the exchange of teachers’ culture and communication School culture differences and other conflicts or conflicts. The reasons for this dilemma come from the system itself, the system makers and implementers, the institutional environment and so on. To improve effectiveness, we need to make it clear that obligatory education teachers should exchange policy objectives, reasonably divide and implement the responsibilities of governments, schools and teachers, improve the long-term mechanism, optimize the policy environment and strengthen the exchange of teachers’ policies.