【作者】 赵慧；

【导师】 薄建国；

【作者基本信息】 河北大学 ， 教育学原理， 2022， 硕士

【摘要】 适者生存,优胜劣汰适用于各行各业。随着中国教育事业发展的不断强大,义务教育作为基础教育的关键阶段需要向更加稳固的方向发展,而中小学教师又作为义务教育的“输送者”不仅承载着国家与人民赋予的信任,同时也要接受职业道德的高标准要求,因此对于教师工作能力和工作态度都提出了严格的要求。通过公立中小学教师退出的政策进行研究,来完善现有的教师退出政策,有利于切实保护好教师的合法权益。随着学龄儿童的增加,对教师的需求量也越来越大,各类教师的存在都可以相对缓解师资的压力。但是,市场经济体制和教师聘任制背景下,中小学教师的身份出现多元化现象,需要教育政策及时应对不同类型教师退出时面临的不同法律问题。当前,我国公立中小学的教师由在编教师、代课教师、特岗教师、支教教师四类构成。笔者以这四类教师退出的政策文本作为研究对象搜集了相关的文献资料,通过图表分析公立中小学这四类教师退出政策文本的总体情况。在教师法律身份以及教师类型的基础上结合政策文本分析法,找到教育政策分析对教师退出政策文本分析的适切性,为该研究提供理论支撑。在政策文本选择中,有效的分析样本分别是由34篇各省市在编教师退出政策文本、10篇各省市代课教师退出政策文本、12篇各省市特岗教师退出政策文本和支教教师退出政策文本组成的。分析框架的构建主要从政策目标、政策措施和政策保障三个维度展开的,其中政策措施又细化分为教师退出方式、退出程序和申诉流程3个二级维度进行整理分析。理清不同类型教师退出的政策要求,指出教师退出政策存在政策更新速度缓慢、政策发行法律效力低、政策制定主体间缺乏合作、政策目标未直接提及“教师退出”且缺乏阶段性规划、教师退出标准不具体、退出程序不规范、政策保障机制不全面、基层政策宣读有偏差等问题,对存在的问题进行深入的分析,提出出台“教师退出”相关的法律法规、设置“教师退出”总目标,明确不同类型教师法律地位、制定不同类型教师退出“行为清单”、细化不同类型教师退出程序及执行主体、健全政策保障机制以及加强宣传引导等建议。更多还原

【Abstract】 Survival of the fittest,survival of the fittest applies to all walks of life.With the continuous development of China’s education,compulsory education,as a key stage of basic education,needs to develop in a more stable direction,and primary and secondary school teachers,as the "transporters" of compulsory education,not only carry the trust conferred by the country and the people,but also it is also necessary to accept the high standards of professional ethics,so strict requirements are put forward for teachers’ work ability and work attitude.Through the research on the policy of teacher withdrawal from public primary and secondary schools,to improve the existing teacher withdrawal policy,it is beneficial to effectively protect the legitimate rights and interests of teachers.With the increase of school-age children,the demand for teachers is also increasing,and the existence of various types of teachers can relatively relieve the pressure on teachers.However,under the background of the market economy system and the teacher appointment system,the identities of primary and secondary school teachers are diversified,and education policies need to timely respond to the different legal issues faced by different types of teachers when they quit.At present,the teachers of public primary and secondary schools in my country are composed of four types of teachers,substitute teachers,special post teachers,and support teachers.The author collects relevant literature and materials by taking these four types of teacher withdrawal policy texts as the research object,and analyzes the overall situation of the four types of teacher withdrawal policy texts in public primary and secondary schools through charts.On the basis of teachers’ legal status and teacher types,combined with the policy text analysis method,the suitability of education policy analysis to the text analysis of teachers’ exit policy is found,which provides theoretical support for this research.In the selection of policy texts,the effective analysis samples are 34 provincial and municipal teachers’ withdrawal policy texts,10 provincial and municipal substitute teachers’ withdrawal policy texts,12 provincial and municipal special post teachers’ withdrawal policy texts and volunteer teachers’ withdrawal policy texts.The construction of the analysis framework is mainly carried out from the three dimensions of policy objectives,policy measures and policy guarantees,in which the policy measures are further subdivided into three secondary dimensions: teacher withdrawal method,withdrawal procedure and appeal process for sorting and analysis.To clarify the policy requirements of different types of teachers’ withdrawal,it is pointed out that the teacher’s withdrawal policy has the following problems: the slow update speed of the policy,the low legal effect of the policy issuance,the lack of cooperation between the policy-making entities,the policy goal not directly mentioning "teacher withdrawal" and the lack of phased planning,and the lack of phased planning for teachers.The withdrawal standard is not specific,the withdrawal procedure is not standardized,the policy guarantee mechanism is not comprehensive,and the grass-roots policy reading is biased,etc.,and conduct in-depth analysis of the existing problems.The goal is to clarify the legal status of different types of teachers,formulate a "behavior list" for different types of teachers to withdraw,refine the withdrawal procedures and executive bodies of different types of teachers,improve the policy guarantee mechanism,and strengthen publicity and guidance.更多还原