制度选择与基础教育教师专业发展

【作者】 李捷；

【导师】 沈兰芳；

【作者基本信息】 复旦大学 ， MPA， 2009， 硕士

【摘要】 亚当·斯密认为:个人和制度如果能够按同一方向作用,人类社会的博弈就会如行云流水,结局圆满。但如果两者相互抵牾,那博弈的结果将苦不堪言。《中华人民共和国教育法》第三十四条:国家实行教师资格、职务、聘任制度。由于人们的行为总是在一定的制度约束中进行的,这些教师制度必定会影响每一个教师的专业行为选择策略,因此对这些制度以及执行情况进行分析就非常必要。本文主要围绕教师制度对教师专业发展的作用这一主线从学历与专业、教育教学能力、师德、教师发展机会的公平性等四个方面对教师制度是否符合了教师专业发展的内在诉求、是否存在着制约教师专业发展的因素进行分析,并在此基础上,提出今后制度改革的选择方向。第一章,通过对教师制度主要是教师资格制度背后对于学历在教师专业发展中作用的假设得出制度对学历的偏好而忽视专业性质的结论,并指出其对教师专业发展的制约,违背了教育规律,在此基础上提出教师资格应该根据不同学科、不同学校类型设置种类,并且应该取消现在的由高学段向低学段的融通规则,以此强调教师资格制度的专业性。第二章,主要是围绕教育教学能力,对教师制度主要是教师职务制度的有效性进行分析。由于基础教育教师职务制度建立时,对教师的评价就一直受到高等学校教师评价模式的影响,因此尽管在制度中不乏以文字形式表达出对于教育教学能力的重视,但在实际运作中则陷入对教育教学能力无法有效判断的窘境。根据上海市的实践表明,教师制度要把教育教学能力的评价过程渗透到教育教学的实践中去,这样的制度选择有利于引导教师钻研如何提高教育教学的有效性。第三章,首先是阐明师德是教师专业内涵的一个重要组成部分,而教师制度之所以对教师师德的评价流于形式,一个很重要的原因是没有建立有效的家长和学生的参与制度,除此以外,对师德作用与特征认识的模糊,也是导致师德评价失效的一个重要原因。第四章,通过对目前的聘用合同制的分析,指出要保证教师专业发展机会的公平性,必须建立流动制度来补充聘用合同制的不足,并且通过罗尔斯的理论证明建立流动制度的正当性。为了保证流动制度符合人事制度的改革方向,提出了流动制度中必须体现的原则。第五章的第一节,主要是阐明本人对教师制度选择的价值观:教师专业发展应该和学生发展相一致、应该和学校发展相一致、应该和社会发展相一致。第五章的第二节,则强调了教师制度之间应该具有互补效应。由于教师资格制度是一种职业许可制度,具有基础性,因此,一个有效的教师资格制度对于教师职务制度、教师聘任制度会产生更大的影响,因此选择从教师资格制度改革着手加强制度互补。制度安排依赖于参与各方的认同,一项符合各方参与人需要的制度安排又能使参与人降低决策与交易的成本并实现自己的预期。本文的讨论正是希望教师制度能在促进教师专业发展方面达成这一目标。更多还原

【Abstract】 Adam Smith said if the principle of every single piece of the society and that of the legislature coincide and act in the same direction, the game of human society will go on easily and harmoniously, and is very likely to be happy and successful. If they are opposite or different, the game will go on miserably, and the society must be at all times in the highest degree of disorder.Article 34 of the Education Law of the People’s Republic of China provides that the state shall adopt a qualification-based post employment system. Since human behaviors always proceed under certain regulations, the system will by all means put impacts on teachers’ professional behavior, which highlights a necessary system analysis. This paper analyzes the impact of the teaching systems upon the professional development of teachers, and will cover 4 categories, including education and major, teaching ability, moral code and the equal opportunities of teachers’ development. This paper looks inside whether these 4 coincide with the internal demand of teacher professional development and whether they will limit such development, and propose the direction of future system reform.Chapter 1This chapter looks into the assumption born in the teaching systems, especially in the qualification-based system, which puts preference on higher education and ignores professional nature. By this analysis the chapter points out the system’s limit on teacher professional development and disobedience against the education discipline. Teaching qualification system should therefore set up different classes based on different subjects and schools. The current rules which guarantees high certificate holders a qualification to teach lower levels should also be lifted to put more emphases on the professional nature of the Teaching qualification system.Chapter 2This chapter analyzes the effectiveness of the teaching ability on teaching systems, especially the post system. Since the post system of fundamental education established, the evaluation upon teachers have been highly influenced by the assessment mode of college teachers. Therefore, although the system sees some emphases on written evaluation, it faces challenges from an effective judge in practical operations. The practices within Shanghai indicate that the teaching system should introduce the practical teaching into the evaluation of teaching ability. Such system will better encourage teachers to improve their teaching effectiveness.Chapter 3This chapter first of all states that the moral code is an essential part of the teaching professionalism, but judgment on teachers’ moral code by system is left in mere formality. One of the important reasons is the lack of participation from parents and students. Besides, the vague recognition of the differences between the function and characteristics of the moral code also caused the ineffectiveness of moral code evaluation.Chapter 4This chapter looks into the current employment system and points out the necessity to introduce a flow system as a complement of the employment system to ensure the equality of teachers’ professional development opportunities. The chapter will also discuss the justification of establishing such flowing system and propose some principles in the system to ensure its compliance with the direction of the human resource institution reform.Chapter 5The first section of this chapter states the author’s values of teaching systems selection, which put the teacher professional development in accordance with the student, school, and society development. The second section emphasizes a complementation effect with teaching systems. Since the teaching systems are profession-authorized systems and possess fundamental elements, an effective teaching qualification system will pose great impact on the teaching post and employment system. Therefore system complementation could be realized by the teaching qualification system reform.Any system relies on the recognition of all participants, and any such that complies with the demand of all participants will reduce the cost of decision-making and trading. This paper aims to discuss such compliance between teaching systems and teacher professional development.更多还原