Analysis of the mechanism of turnover of teachers is to promote the balanced development of basic ed.docx
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Analysis of the mechanism of turnover of teachers is to promote the balanced development of basic ed.docx
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Analysisofthemechanismofturnoverofteachersistopromotethebalanceddevelopmentofbasiced
Analysisofthemechanismofturnoverofteachersistopromotethebalanceddevelopmentofbasiceducationthekey
PaperNetwork:
[teacherflowmechanismPapersKeywordsbalanceddevelopmentofbasiceducation[Abstract]Inrecentyears,basiceducation,balanceddevelopmenthasbecomeafocusofsocialconcern.Balanceddevelopmentofbasiceducation,theultimategoal,istotherationalallocationofeducationalresources,runeveryschool,toteacheverystudent,soschoolagechildrenreceiveagoodeducation,whichisnotonlyabasiceducationneedsofthepeople,butalsotheeducationequalizationandfairdevelopmentofthebasicembodiment.Therefore,toachieveabalancedallocationofteacherresources,buildandpromotetherationalandorderlyflowofteacherstopromotebasiceducationsystemisthekeytobalanceddevelopment.
Inthebalanceddevelopmentofeducationhasbecomeasocialtheme,whenprimaryandsecondaryschoolteachersre-flowproblemscausedbypeople’sattentionshouldbesaid,theflowoftalentisasymbolofsocialprogress,primaryandsecondaryschoolteachersinmobilityacrosstheboardtheteacherareasonableflowofhumanresourceshelpteachersoptimizetheconfigurationandtheformationofcompetitiveincentivestocontributetoimprovingthequalityoffacultyasawhole,however,theflowofcurrentteachersunreasonable,hasbeenbroughttothehealthydevelopmentofeducationinnosmallharm,seriousharmtoeducation,especiallythebalancedevelopmentandequity,therefore,mustattachgreatimportancetothispaperintendstopresenttheflowofprimaryandsecondaryschoolteacherstoexplorethemainproblems,andprimaryandsecondaryschoolteachersattemptedtopromotetherationalflowofcountermeasures.
First,theflowofprimaryandsecondaryteachersatthisstageAnalysisofHenanProvince1,thegenderstructure
Whethertheteacheralreadyflowin,payattentiontothephenomenonisalreadyoutofthemiddleschoolmovementhasreached29%offemaleteachers,andfemaleprimaryschoolteachersisashighas74%,indicatingagrowingnumberoffemaleteacherstoparticipateintheforceflowinto.
2,theagestructure
Flowmainlytoyoungteachers.Accordingtothesurveyinthe20-30year-oldprimaryschoolteachersaremorefocusedon31-40yearsoldaccountedforonly29%oftheteachers,butthe31-40year-oldjuniorhighschoolteachersinthisageofupto82%.
3,titlestructure
Inthesurveyofjuniorhighschools,primaryschoolteachershaveasmallonetitleismoreconcentrated,55%,butintheinflowofajuniorhighschool,inhigh-gradeflowofteachersaccountedfor47%,thefiguresshowthatnowjuniorhighschoolsinhigh-gradeThenumberofteachersisminimal.
4,thesubjectstructure
Flowofnewschools,juniorhighschoolteacherstoteachsubjectsinamoredispersed,mostlyprimaryschoolteacherstoteachinthelanguageaftertheflow,thenumberofouterthree.
Second,theflowsofprimaryandsecondaryteachersatthisstageduetotheinvestigation1,thepolicyfactors
(1imbalanceingovernmentpolicyformulationandimplementationAlthoughthestatehaslongbeencleartoallkindsofworkineducationasatopprioritytoprioritytothedevelopment,butinrealitythepolicyandwhentheprocessandresultsareoftencounterproductive.
(2educationpolicycontrolfailureTheupperone-wayflowofcurrentteachersarethebenefitsorreduceanindividualteacherperformance,althoughtosomeextentthisisreasonable,butthefieldofeducationisdifferentfromtheeconomicsphere,cannotbeleftentirelytothemarkettoadjust,especiallybasiceducationarea,butitshouldbeemphasizedandstrengthenedthegovernment’spolicyorientation.
2,theeconomicfactor
(Ashortageofschoolfunding‘Onefee’tocanceltheadditionaleducation,educationfunding,theresultinggapinschoolfundingeveryyearmorenowthemainsourceoffundingforschools,therearethree:
miscellaneousincome,boarderliving,work-studyincome.
(2incompletepaymentoftheamountofwagesManyplacesduetofinancialconstraints,lowsalariesofteachersandmadeincomplete,teachers,lackofrecognitionofthevalueoflabor,nottoprotectlegitimaterightsandinterests,severelydampeningtheenthusiasmofteachers.
(3welfare,subsidiesofbasicvacancyLearnedintheinvestigation,fromafairnessperspective,localteachersinthewelfare,subsidiesandothergapsrangingbenefitsveryfewruralteachers,ruralteachers,theothercontributionstotheprojectundertakenbyteachersisnotalotmorethanthecity,includingpovertycontributions.
3,managementfactors
(AnimbalanceofpowerandknowledgeDevelopmentofteachersshouldbedifferent,andsomeforteaching,andsomeadministrativeworkfordry,butsomeschoolsofthoughtofofficialpositionisalsoveryserious.
(2imbalanceofpowersandresponsibilitiesIntheofficialstandard,drivenbyideology,onceteachershavesomepower,thereisasenseofaccomplishment,nolongerwillingtowasteeffortinteachingactivities,arekeenon,Auntieinthe‘rule’andtheadministrativework.
(3interestsandtobalancePeoplehaveinterestsandneeds,ifyousolvethehousing,jobclassification,promotionandotheraspectsofmanagementseniority,notjustice,nottothebackboneoftheteachers,classroomteacherstilt,itisboundtoleadtostaffdissatisfaction,feelingdryandquitwhenthereisnoWhat’sthedifferencewhentheinterestsofteachersandforthecomparisonwillbeunbalanced.
4,personalfactors
(1concernedaboutself-realizationMostwanttoplaytotheirabilitiestransferredtotheschool,agreaterproportionofteacherswanttheirowncandidate’sscholarshipandtheabilityto,whichreflects:
teacherscarefortheirsurvivalanddevelopmentoftheirvision.
(2teachersarenotsatisfiedinthepresenceofvariouspressuresLifestress-thesacredprofessionwasquestioned.Mostoftheruralteacher’sspouseistheruralhousehold,lowlivingstandards,wagesandtreatmentofteachersinruralareasthereisstillthemainproblem.
Workpressure-ZequanLiasymmetry.Somesmallnumberofschoolteachers,overloadsituationismoreprominent,thenumberofhoursofclassroomsubjectsandobviouslymore,worklongerlengthoftime,alsotakealotofbenefitsreceiveddonotmatchtheirworksuchashomevisitstostudentsathome,thelossofstudentsandparentsmaketheideawork.
ContinuingEducationpressure-madebadthing.SometeachersarebasicallywinterandsummervacationsorbusinessinthetheoreticalstudyspentlearningMandarintraining,compliancetraining,education,informationtechnologytraining,politicalandprofessionallearningandtrainingandsoon.
Socialpressure-supportsystemimbalance.Alongtime,thecommunityofteachersisoftenemphasizedthededicationandresponsibility,dedication,manyparentsoftenholdforteacherswithacriticaleye,theyarealsoignoredtheextraordinaryindividualsonebyoneSomanydemandsonteachersfromtoptobottom,togiveless.
Psychologicalpressure-evaluationsystembytheaccused.Basedontheabovepressure,combinedwiththeenrollmentrateindicators,assessmentofteachers,studentsdifficulttoteach,evaluateresultsandrewardsandpunishmentslinkedtootherteachersinalongperiodofnervousness,lossofbalanceinmind,themajorityofsome,suchaslowself-esteem,lackofenergy,irritability,anxietyandotherpsychologicalsymptoms,physicalandmentaldiscomfort,etc.
three.Teacherstopromotebasicflowmechanismisthekeytobalanceddevelopmentofeducation
1,teachereducation,fairjusticeisacoreelementof
Educationalequityisthevalueofsocialjusticeandreflectstheextensionofthefieldofeducationinwhichtheprocesswasfair,educationfairideaof?
?
thecore,itisbothacontinuationofafairstartingpoint,butalsoanecessaryprerequisiteforafairresultfromthemicrolevelisconcerned,theeducationprocessisfairandthemainrefertothesamelevelsofdifferentstudentsintheprocessofeducationistoenjoythesamequalityofschooleducation.
2,theimportanceofteacherflowmechanism
Regardlessoftheperspectivefromwhichthequalityofteachersisaffectingthequalityofschooleducationactivitiesduringthedecisivefactorinthedifferenteducationalgroupsintheprocessofschooleducationresourceteachersenjoyedafairstateofthecoreelementsofeducation,althoughfromanobjectivepointofview,Whetherorbetweengroupsofteachersbetweenindividuals,differencesinthequalityisalwaystherebutnevereliminated,differentteachers,studentsenjoythesameresourcesisnotpossible,butbasedoneducationandequity,shouldbethroughanumberofinstitutionalinitiatives,effortstomakethedifferenteducationgroupsenjoythesamequalityofteacherresourcesaspossible,inparticular,cannotartificiallymakethealreadyexistingdifferencesinthequalityofteacherresourcesforfurtherexpansion.
Fourth,thereasonableandorderlyturnoverofteachers,constructionofthemechanismCompulsoryeducationasasocialpublicwelfareundertakings,throughtheconceptofthehistoricaldevelopmentofeducationinpromotingbalanceddevelopmentofcompulsoryprocess,theGovernmenthasplayedamostimportantrole.
1,establishanewfundmanagementmechanism,reduceregionaldisparities
Underthecurrentinvestmentincompulsoryeducationonthesubjectofinternationaltrendsmovingintherighttimeisripe,toconsidertheestablishmentofadirectburden
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