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- Title
中小学教师职称制度:沿革、检视与优化.
- Authors
安雪慧
- Abstract
For more than 70 years since the founding of new China, the professional title system for primary and secondary school teachers in China has undergone the process of the reform and development from the post appointment system to the normalized evaluation system, from the relatively independent professional title system for primary and secondary schools teachers to the unified professional title system for primary and secondary school teachers. The professional title promotion paths of primary and secondary school teachers show differences and certain regularities in different ages, different school stages and different regions, and the effect of the reform of the professional title system has gradually emerged. Judging from the actual needs of further improving the professional title system for teachers and opening up the promotion channels for teachers, there are still some practical obstacles in the development: the proportion of posts with senior professional titles is insufficient; the proportion of posts with different grades and schools varies greatly; the planned number of senior professional title does not match the number of the first-line teachers who meet the application requirements; the evaluation criteria are too generalized which leads to a long preparation period for teachers' professional title promotion. In the future, it is necessary to further optimize the professional title promotion guarantee mechanism for primary and secondary school teachers, improve the scientific understanding of the professional title system for primary and secondary school teachers, explore the parallel system of professional titles (posts) and ranks in pilot schools, break the traditional distribution model and use the post number of senior professional titles uniformly in one region, appropriately increase the proportion of posts with senior professional titles by the state, make the long-term plan for the construction of high-level teaching staff by all localities, and effectively implement the autonomy of professional title evaluation and employment by schools.
- Publication
Teacher Development Research, 2022, Vol 6, Issue 2, p32
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2022.02.008