教师职称评定问题研究

发布时间：2018-04-18 05:11

本文选题：教师职称 + 职称评定　；参考：《上海师范大学》2013年硕士论文

【摘要】：教师职称评定是通过对教师的道德品质、工作能力与业绩等的综合评价来确定教师职称等级的过程，关系到为什么评、评什么、谁来评、怎么评等一系列复杂的过程。因此，做好教师职称评定工作并非易事，值得进行深入研究。国家实行教师职称评定制度，是渴望通过职称评定实现教师间适当竞争，激励教师努力工作，促进教师专业发展以引领学校持续发展。但是根据笔者查阅我国有关教师职称评定工作现状报道与文献以及根据自己长期从事教学工作的经历，表明我国现阶段学校教师职称评定工作中，尖锐的矛盾还经常发生，对教师工作积极性和学校持续发展产生了教为严重的负面影响。因此，对教师职称评定问题进行深入研究，有助于学校教师职称评定工作顺利开展。然而，笔者查阅教师职称评定的相关文献后发现：我国现阶段对教师职称评定的研究比较少，研究也不够深入。为了能够深入认识教师职称评定，在学习和借鉴教育评价、教师评价理论基础上，本文细致探讨了教师职称评定的内涵、教师职称评定制度、教师评价与教师职称评定的联系与区别、教师职称评定的功能以及教师职称评定的原则等。这是本文的成果之一，有助于后续研究者对教师职称评定知识与方法的认识。为了弄清楚学校职称评定工作存在的具体问题，笔者选取四川省CHN县D中学为调研对象并展开细致调查。调研结果表明，D中学教师职称评定工作主要存在以下问题：（1）职称评定小组成员的产生方式不科学；（2）缺乏科学的知识理论和方法指导职称评定工作；（3）制定职称评定方案的方式不合理；（4）在职称评定方案中，部分款项所作规定不具体不详细；（5）职称评定指标体系逻辑比较混乱，指标归类不当；同时各指标比例严重不合理等。所有的这些原因都导致D中学不可能制定出科学合理的教师职称评定方案，因此职称评定结果必然有失公平合理，从而引起D中学教师普遍对学校职称评定工作不满意，职称评定矛盾时有发生。为了有助于D中学教师职称评定矛盾的解决，中心环节便是以科学的理论和方法制定教师职称评定方案。为了制定出较为科学的教师职称评定方案，笔者反复学习研究国家有关教师职称评定的法律政策以及教育评价、教师评价的相关理论与方法，细致分析D中学教师职称评定的问题和矛盾，，在D中学领导和全体教师大力支持下，认真开展了挑选职称评定主体人员、确定职称评定制定方式和计分方法等工作，最终制度出了D中学教师普遍较为满意的职称评定方案。这是本文的最大贡献。实践证明，只有在科学理论与方法指导下，制定出科学合理的教师职称评定方案并公开公正实施，才能有效促进学校职称评定问题与矛盾的解决。
[Abstract]:The evaluation of teacher's professional title is a series of complicated processes of determining the grade of teacher's professional title by comprehensive evaluation of teachers' moral quality, working ability and performance, which relates to why, what, who and how to evaluate.Therefore, it is not easy to do a good job in evaluating teachers' professional titles, and it is worthy of further study.The country carries out the teacher title appraisal system, is eager to realize the proper competition among the teachers through the professional title evaluation, encourages the teacher to work hard, promotes the teacher professional development in order to lead the school to develop continuously.However, according to the author's reference to the current reports and documents on the evaluation of teachers' professional titles in our country, and according to my long-term experience in teaching work, it shows that sharp contradictions often occur in the evaluation of teachers' titles in schools at this stage in our country.It has a serious negative impact on teachers' enthusiasm for work and sustainable development of schools.Therefore, the in-depth study on the evaluation of teachers' titles is helpful to the smooth development of the evaluation of teachers' titles.However, the author finds that there are few researches on the evaluation of teachers' professional titles in our country at present, and the research is not deep enough.In order to understand teachers' professional title evaluation deeply, on the basis of learning and drawing lessons from educational evaluation and teacher evaluation theory, this paper discusses in detail the connotation of teachers' professional title evaluation, the evaluation system of teachers' professional titles, and the evaluation system of teachers' professional titles.The relation and difference between teacher evaluation and teacher professional title evaluation, the function of teacher professional title evaluation and the principle of teacher professional title evaluation etc.This is one of the achievements of this paper, which is helpful to the further understanding of teachers' professional title evaluation knowledge and methods.In order to find out the concrete problems existing in the evaluation of school title, the author selects D Middle School in CHN County, Sichuan Province as the research object and carries out a detailed investigation.The results show that the following problems exist in the evaluation of teachers' titles in middle schools: 1) the way of producing the members of the professional title assessment group is not scientific; (2) the lack of scientific knowledge theory and method to guide the job title evaluation work; and (3) the establishment of the job title evaluation.In the evaluation scheme of professional title,Some of the provisions made are not specific and detailed. (5) the logic of the evaluation index system of professional title is confused, the index is classified improperly, and the proportion of each index is serious unreasonable, etc.All these reasons make it impossible for D Middle School to formulate a scientific and reasonable evaluation scheme for teachers' professional titles. Therefore, the evaluation results of professional titles must be unfair and reasonable, thus causing D middle school teachers to be generally dissatisfied with the evaluation of school titles.Professional title evaluation contradictions occur from time to time.In order to help solve the contradiction of D middle school teachers' professional title evaluation, the central link is to formulate the teacher professional title evaluation scheme with scientific theory and method.In order to work out a more scientific evaluation scheme of teachers' professional titles, the author has repeatedly studied the relevant theories and methods of the national legal policy on the evaluation of teachers' professional titles, as well as the educational evaluation, the evaluation of teachers, and the related theories and methods of teacher evaluation.This paper analyzes the problems and contradictions in the evaluation of the professional titles of D middle school teachers. With the support of the leaders of D middle schools and all the teachers, they conscientiously carry out the work of selecting the main personnel for the evaluation of the titles of professional titles, and determining the formulation methods and scoring methods for the evaluation of the titles of teachers.Finally, the system of D middle school teachers generally satisfied with the professional title evaluation program.This is the greatest contribution of this paper.Practice has proved that only under the guidance of scientific theory and methods, can we effectively promote the solution of problems and contradictions in the evaluation of school professional titles by formulating scientific and reasonable evaluation schemes of teachers' professional titles and implementing them openly and fairly.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G451.1

【参考文献】