关于县级中小学教师绩效工资问题的研究

义务教育阶段学校实施绩效工资分配制度,能够深化中小学事业单位人事制度改革,建立科学合理的激励机制,促进教师的自身发展及学生的全面进步,也推进了素质教育的继续发展。但是现如今县级中小学教师绩效工资体系并不健全,对县级中小学教师绩效评价的研究相当薄弱,缺乏公正科学的绩效评估方法。因此,如何更好地完善对县级教师绩效工资的考核成为目前研究的重点。     

Modernizing schooling through performance management: a critical appraisal

This paper examines the ways in which a culture of performance has impacted on schooling in the English setting and draws parallels with other post‐industrializing nations. There is a growing awareness amongst researchers and practitioners that improving the quality of teaching and learning through performance management is not working. In education policy terms the UK Government has made much of the importance of modernizing the teaching profession in raising levels of achievement, attainment, and success in schools and colleges. The proposed trade‐off for teachers is improved pay for improved standards. Advocates of such reform point to the benefits derived from greater devolution of market principles to frontline professionals which, it is argued, enhance performance, remuneration, and motivation (Barber 2001). Critics, on the other hand, have criticized the deprofessionalizing tendency of tying performance management to government targets, which fail to connect with the contextual realities of teaching and learning in the classroom or education workplace (Elliott 2001, Merson 2001). Recently such criticism was rejected by the (then) Secretary of State for Education as cynicism. ‘In education it is those who offer cynicism in the guise of experience who can drive young teachers to look for other careers. We shall always try to combat cynicism wherever it threatens progress on standards’ (Morris 2001: 9). This paper seeks to avoid such inference by arguing for greater authenticity in the way education practice might drive, rather than being driven by, the policy and performance agenda.     

远程开放教育教师课酬分配体系架构

如何合理有效地分配教师课酬是高校薪酬制度改革的重要内容,从事远程开放教育的高校更需要构建合理的课酬分配体系。针对现行远程开放教育教师课酬分配中存在的弊端,本文试图探索更为理想的课酬计算方式,以体现按劳分配、优教优酬。     

影响农村职校教师专业化发展的因素

教师专业化发展已经成为教育改革的核心,广大教育工作者的共识。然而由于城乡地域差别,农村职校的教师专业化发展却难以开展。究其原因有外因和内因之分。其中职业教育不公平导致了政府和社会对职业教育的不重视,职校教师社会地位较低。职校教师职前培养的缺陷、教师专业化发展评价体系不健全也是影响专业化发展的重要原因。内因则是由教师自身造成的,即职校教师本身的内在动力不足,对自己的专业发展不主动、不努力,对学生、对自己的教学工作的奉献意识淡薄。     

人教版小学语文教材城市化问题调查研究

通过对现行人教版小学语文教材的统计与分析,发现存在着严重的城市化倾向。在农村整体经济水平落后、教育资源匮乏以及教师素质低下的现实情况之下,这种城市化教材的投入使用进一步加剧了城市与农村教育的不平等现象,从这个意义上说,教材城市化实质上就是一种隐性的教育不平等。     

绩效工资改革与中小学教师激励机制研究

本文针对绩效工资改革在中小学实施中出现的问题,提出中小学绩效工资改革的教师激励策略,即完善教育经费投入及监督机制,提供有竞争力的教师薪酬;建立公正有效的考核评估系统,发挥绩效工资的激励作用;运用多种激励方式,提高教师激励的有效性。     

Quality of religious education in Croatia assessed from teachers’ perspective

The main aim of the present study was to examine the quality of religious education in Croatian primary schools when assessed from teachers’ perspective. Religious education teachers (N?=?226) rated the impact of certain factors on the existing quality of religious education in primary schools and expressed their expectations about the future status of this aspect of education. In addition, teachers rated different sources of their professional satisfaction as religious education teachers. We identified understandable latent dimensions of teachers’ opinions, expectations and satisfaction where retained dimensions are modestly interrelated. The conducted regression analyses suggest that teachers with different professional status-related personal attributes are fairly uniform in their views, expectations and satisfactions. An interesting finding of this study concerns the relationship between school-based Catholic religious education and the parish-based catechesis, where an existing relationship represents a weak source of religious education teachers’ satisfaction. This represents a valuable empirically driven insight regarding the Catholic religious education in Croatian schools with some importance to the broader context of religious education in general.     

师范院校培养电教人才的探讨

现代教育技术的发展,为教育形式、教育思想、教育内容的改革,创造了良好的条件。而担当培养中小学合格教师的师范院校,其电教工作的开展,对中小学教育工作的改革尤为重要。师范院校首先要认清电化教育在中小学实施素质教育中的作用,了解当地中小学电化教育的实际情况,在此基础上去改革自身的电教工作,才能培养出具有一定电教能力的,适合中小学实施素质教育的合格人才。     

Teacher Salaries and the Shortage of High-Quality Teachers in China’s Rural Primary and Secondary Schools

Abstract

Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China’s basic education management system has ensured the fiscal security and steady increase of rural primary and secondary school teacher salaries and has effectively improved the supply and quality of rural teachers. The objective gap between urban and rural teacher salaries and benefits has, however, led to the one-way mobility of rural teachers, resulting in the loss of quality teachers and giving rise to a structural shortage in rural schools. To improve the supply and quality of teachers in rural areas, it is necessary to effectively and systemically increase rural teachers’ basic salaries and subsidies according to the law. There is the necessity through various channels to raise primary and secondary school teachers’ salaries and benefits, especially subsidy and allowance standards, to eliminate actual variances in teacher salaries.     

Curriculum reform in a global context: a study of teachers in Jordan

The gap between the educational achievements of the comparatively wealthy and those living in poverty is widening world‐wide, with the associated threat to social cohesion. Twenty‐five years of curriculum reform has largely failed in its objective of providing quality, basic education for all. Arguing that successful innovation requires the participation of willing teachers, and associating this idea with the claim that schools are important for social cohesion, this study surveyed 500 Jordanian elementary teachers about their involvement in a programme of curriculum change and their desire to participate. Twelve key informants were interviewed. The reform has raised the qualifications of teachers and increased male teacher numbers but has neither raised overall standards nor improved truancy rates. Tight central control has failed to engage teachers’ allegiance to the changes. Officials blamed failures on schools; head teachers blamed parents, and teachers criticized a policy that left them mediating a curriculum that lacked relevance and failed to engage pupils.     

美国教师绩效工资制度的分析与反思

推行绩效工资是美国近来教师教育改革一系列重要举措中的重要组成部分,它旨在通过工资和奖励制度的改革,形成与美国近年来注重质量和效率优先的教育改革政策相匹配的扶优罚劣的教学激励机制。这既是美国基础教育和教师教育改革的深化,同时也是教师管理机制的一次大胆变革。本文旨在先通过案例的分析,寻找绩效工资争议的核心问题,然后通过对于教师工资本身的特殊性,美国教师工资制度的发展和教师绩效工资制度本身,来谈下我对教师绩效工资制度的看法。     

日本职业教育师资培养改革的新进展及其启示

20世纪90年代以来,日本职业教育师资培养进入了新的发展时期。改革的主要趋势一是适应社会发展的需要进行培养机构改革,设置教职研究生院培养职业教育师资;二是改革职业教育师资培养课程,进一步凸显"实践主义"取向;三是进一步完善职业教育师资的在职研修体系,促进职业教育师资的终身化发展。从日本职业教育师资培养的改革中我们可以得到许多有益启示。     

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.     

高校实施绩效工资的策略探析

教育是国家大计,教育的质量关键取决于教师的素质.合理的工资待遇能够提高高校教师的工作积极性.实施教师绩效工资,能合理保障教师收入,提高教师的工资水平,吸引大量的优秀人才从事高校教师行业;引导教师不断提高自身素质和教育教学能力,建设高素质的教师队伍,促进高等教育的均衡发展.     

Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction.     

英国教师教育大学化的变革与发展

教师教育大学化是当前教师教育改革的世界性潮流,随着教师专业化进程的发展和推进,教师教育开始由综合性大学举办,实现教师教育的专业化。研究英国教师教育大学化变革与发展中的政策、制度、课程开发、实践模式、质量保证等,可以探析出我国教师教育应采取的实践策略:建立教师专业发展学校;更新教师资格证制度;确立并完善教师教育机构认证与质量评估体系;加强政府对教师教育资源配置的管理;开辟多层次及多样化的教师培训渠道。     

南宁市城乡小学体育教育地区性差异现状与对策

目前我国的教育制度对小学体育教育重视力度不够,小学体育场地、器材、教师资源、体育课时等方面还存在很多问题。通过文献资料法、访谈法和调查法对南宁市城乡小学体育发展不够完善以及一些体育教育问题展开研究,并对这些问题提出意见和看法,调查表明南宁市地区城乡小学存在极大的差异。     

Teachers in Ghana: Issues of training,remuneration and effectiveness

This study addresses educational reform in Ghana with reference to one of the most important potential agents of change in any system of schooling—its teachers. The empirical data on secondary teachers and trainee teachers used here is taken from a larger case study of the attitudes and opinions of teachers and parents in the education system of Ghana. Secondary teachers in Ghana are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Ghanaian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers’ salaries be raised and infrastructure support for schools increased.     

山东省普通高中教师来源结构调查与相关政策分析

随着上世纪末我国开放性教师教育政策的实施,教师来源结构多元化成为提高中小学教师队伍质量的重要政策导向。但山东省普通高中教师队伍结构的全员性问卷调查显示,目前山东省普通高中教师来源结构还没有发生实质性变化,仍然是以师范类院校毕业生为主的单一性来源结构,教师队伍中少量非师范类毕业生的学科分布明显不均衡、不合理。造成这一现状的原因主要有:地方和学校对相关政策的目的与价值认识不到位;高水平综合性大学缺乏参与教师教育的内在动力;中小学教师的社会地位和经济地位不高,对高水平人才缺乏吸引力;高中教育以数量和规模扩张为主,不重视教师队伍质量建设;等等。采取有效措施,转变观念,健全制度,增强开放性教师教育政策实施的有效性,当是目前我国教师教育改革的重要内容。     

农村小学体育教学现状、原因及对策

随着基础教育课程改革的逐步深化,农村小学体育教学质量和农村小学生体质健康问题引起了全社会的关注。采用问卷调查法对农村小学体育教学现状进行抽样调查,发现农村体育教学存在领导不重视、教师素质整体水平低、体育器材短缺等问题,因而提出一些改进措施：领导应高度重视,加大对农村体育教学经费投入;建立科学评价体系;充实体育师资队伍,提高教师综合素质;调动体育教师上课的积极性,增强教师的责任心。