合工大在职研究生,2012短道速滑世锦赛,不卡的网络电视
| 小学教师培训的政策是一种制度安排下的培训过程,这会影响教师的整体发展。在中国长期以来,教师培训,尤其是小学教师培训或多或少的缺乏和滞后阻碍了教学的发展。缺乏配套政策,和有效性的策略,这导致中国基础教育的落后,形成了一种低水平的小学教师的专业发展和教学能力的失调。因此,小学教师教育体系的研究具有十分重要的实际意义。公共政策研究的基本原则的理论基础是研究教师培训的政策的实施,以及研究的过程和影响教师培训政策的实施，这有助于深化对公共政策执行的理论的理解。因此,在这种教育体制的病垢下，中国基础教育应该以改革为背景,本论文分析了小学教师培训中各种存在的问题和原因，为小学教师培训政策的实施提出改进的措施。 ABSTRACT The primary-school teachers’ training policy is an institutional arrangement that influences the integral development of teachers. For long, teacher training in China, especially primary-school teachers training more or less has been hindered by the lack and lag of policies, shortage of supporting policies, and poor effectiveness of policies, which lead to the backwardness of Chinese basic education, low degree of primary-school teachers’ professional development, and the maladjustment of teaching faculties to the development of the education. Therefore, the study of education system of primary-school teachers is of great practical importance. The basic principle of the public policy study is the theoretical basis of the research on policy implementation of teachers training, and the study on the process and effects of the teachers training policy implementation can help deepen the understanding of the theories of public policy implementation. Thus, taking the Chinese basic education reform as the background, the present dissertation analyzes the causes for various problems existing in the implementation of the primary school teachers training policy and suggests measures for improvement. This study chooses the actual teachers’ training policy implementation of the SJD in Shanghai as the target case of the research, setting the time in the period of the “Tenth-five-year Plan”. There are two reasons for choosing this target case: firstly, the beginning of the “Tenth-five-year Plan” also marks the launching of Chinese basic education reform and therefore the policies issued in this period is of great value to research; secondly, established in 1997, the SJD of Shanghai City has not overcome the dual existence of urban and rural structures, resulting in the disparity between economic development and education development and causing discrepancy between the teachers in urban areas and rural areas, which make it meaningful to study the teachers’ training policy implementation in this area and can serve as a sample in the current situation of Chinese economic development disparity. 1. Background This study studied the primary-school teachers training policy implementation of SJD in Shanghai City during the period of Chinese “Tenth-Five-year Plan”. The research methodologies mainly included: the analysis and reading of the policy documents; the interviews of the education administrative staffs, school leaders, and teachers; and the questionnaire survey to the primary school teachers (target group of the policy). Teachers’ quality is directly related to the effectiveness of the basic education reform and the implementation of teachers training policy is an important means to improve teachers’ quality. Through research, the dissertation discussed various causes for the poor performance of the teachers training policies in SJD and the following conclusions are drawn. First, from the perspective of ideas and concepts, the advocacy and mobilization work about the teachers’ training policy implementation has been enhanced in SJD and the target groups like many education workers have acquired a new understanding about the teachers training policy. However, there still exist misunderstandings among some teachers, leading to the lack of identification of the training policies, which is an important cause for the poor performance of the policy implementation. Second, from the perspective of practices, the EBOSJD have realized the importance to effectively carry out the teachers training policy and have treated it as an important task. However, such recognition is not sufficient enough. There still lack research and planning on teachers training policy. The contents of training policies were not concrete enough, irrelevant to the actual situations, and failed to account to the regional differences of urban and rural areas and between teachers. The implementation of the policy was too rigid and difficult to receive better effects. Third, judging from the specific policies, in order to effectively carry out the teachers training policy, the EBOSJD and schools both provided relevant regulations about how to implement the policies to set standards for teachers’ behaviors in the process of implementation and they also have made some helpful attempts in establishing the teacher evaluation system. However, the regulations in the policies are still quite vague, with too many descriptive indexes and less quantitative indexes and due to poor communication channels, the implementation of teachers training policy had difficulties in achieving the expected effects. A systematic perspective, the policy implementation is an organic entity constituted by various implementing organizations, staffs, and targeting groups. Those elements are interdependent and interacted. And it is the communication and coordination that makes the different elements to adopt and cooperate with each other so as to exert the integral function of the system and improve the implementing efficiency. In the process of teachers training policy implementation, due to the ineffective communication and coordination between local government, educational authorities and educational workers, there are often evasiveness and disputes occurring in the implementation process. Communication is the process of the information exchange in the policy implementation, and also the procedure to gain unified methods on policy goals, methods, and means and so on. However, in the implementing process of teachers training policy, they fail to realize the importance of communication. From the vertical perspective, because that the policy per se from the upper authorities is lifeless and fail to reach the executants through effective communication, thus leading the executants’ inadequate understanding about the policy and reluctant support. At the same time, due to lack of communication and coordination, the upper authorities also are unable to know the specific situation of the policy implementation. From the lateral perspective, since the implementation of teachers training policy is often involved with the division of labor and cooperation of numerous departments and staffs, conflicts are thus inevitable. And in the actual policy implementation process, the local government, the educational authorities and the educational workers often lack essential communication and coordination, and have disputes, misunderstandings, and conflicts all the time, unable to effectively carry out the teachers training policy. Taking the example of a educational authority, due to different division of work, the supervision department, in order to effectively implement the quality-oriented education policy made by the Party and State, often develops corresponding regulations on teachers training based on the requirements of quality-oriented education and supervises the schools in its administrative range accordingly. However, the teaching and research department, in order to improve the teaching quality, puts more stress on the rate of students entering higher grades. And the two departments lack communication and coordination and carries out the policy in their own ways, which poses enormous difficulties in implementing and advocating the teachers training policy. 2 Recommendation The current status of implementation of primary school teachers training policies in SJD represents the current status of that in China to a certain degree. There are problems in the implementation of teacher training policies in SJD, an economic developed area in China, let alone in other underdeveloped areas. Therefore, based on the analysis of the current implementation of teacher training policies in SJD, this section will further analyze how to improve the implementation status of teacher training policies in China. 2.1 Improving all aspects of policy implementers’ quality The quality of policy implementers directly influences the quality of policy implementation. Policy implementers should be trained according to teacher training policies to meet the demand of policy implementation on the quality and quantity of qualified implementers. First, policy implementation means the distribution of interests and adjustment of behaviors to a certain degree, and implementers need to be highly responsible. Leaders of educational administrative departments should study and be trained to fully realize the importance and urgency of implementing teacher training policies in nowadays. The general educators should fully realize the importance of teacher training policies to teachers themselves and to the whole society. Second, the policy level and management level of policy implementers should be improved. Problems of teacher training policy implementation are closely related to the low policy level and management level of policy implementers in a way. The low policy level of implementers makes them incapable of precisely interpreting the spirit of teacher training, creatively performing policies, making full use of policy resources or coordinating all kinds of relations, and the quality of policy implementation cannot be assured. At the same time, the low management level of educational administrative departments makes them unable to arouse the general educators' initiative in implementing training policies. |
