According to the above six criteria for measuring teacher professionalization, we have comprehensively investigated the current situation of teacher professionalization in China and made a comparative analysis of the degree of teacher professionalization at home and abroad. We can find that the problems of teacher professionalization in China mainly include the following aspects.
1. The proportion of knowledge structure is out of balance and the teaching ability is insufficient.
There are different views on a teacher's professional knowledge and ability. Some people say that teachers entering the 2 1 century should not only have modern educational theories, such as subject pedagogy, psychology, talents, educational sociology, emerging disciplines, etc., but also learn modern scientific and technological knowledge and interdisciplinary knowledge. Some people think that an excellent teacher not only needs profound academic foundation, broad academic vision, awareness and ability to grasp the academic frontier, but also needs a good understanding of educational laws, good educational quality and teachers' professional ethics. As far as teacher education in the world is concerned, its professional knowledge generally includes three categories: general cultural knowledge (humanities, social sciences and natural sciences), subject professional knowledge (specialized courses taught by students after graduation) and educational professional knowledge (pedagogy, psychology, educational philosophy, educational history, educational psychology, etc.). Compared with foreign countries, there are still a series of important problems worth studying and solving in the current curriculum system of teachers' education colleges in China, such as the centralization of disciplines and the serious imbalance of curriculum proportion. Therefore, at present, the proportion of knowledge structure of primary and secondary school teachers in China is unbalanced, and their professional knowledge is quite good, but their teaching ability is insufficient. Please look at the following case:
Case 2. 1:
In a Chinese class, a teacher wrote the word "Chao" on the blackboard and then asked the students, "What do you see on the blackboard?" The student replied: "There are words". The teacher asked, "What is this word?" Some students raised their hands and answered "This is a Korean word". The teacher said, "No!" Another student stood up and replied, "This is a vibrant North Korea". The teacher said it was wrong again. At this time, the students began to try their best to answer. Some students said it was Chinese characters, while others said it was Chinese characters. Nothing the teacher said was right. Finally, the teacher angrily accused: "All fools, this is a polyphonic word"!
analyse
The teacher's questioning language is not clear, which makes it difficult for students to understand the teacher's intention of asking questions.
Case 2.2:
This is a junior high school math class, the teaching content is: addition and subtraction. The teacher introduced this in class:
Teacher: Students, who is in the picture? What are you doing?
Health: There are children in the picture. They are planting trees.
Teacher: Can you see what season it is from the picture?
Health: Spring has arrived.
Teacher: Yes, it's spring. It's beautiful! See how many children are planting trees in the beautiful spring.
Health: There are 6 children in the distance and 1 children nearby.
Teacher: The child next to him is Xiao Ming. He saw so many children planting trees, but he didn't want to fall behind. He pushes a trolley to go to work with everyone. What do the students see in the trolley?
……
analyse
The situation creation of mathematics class must pay attention to actual effect. A short story, a few thoughtful questions, an operation and a practical activity will stimulate students' enthusiasm for participation and activate their thinking. The purpose is to let them study better, rather than "show" to create superficial scenes. So the teacher in the above example just made a superficial article, which looked very vivid, but actually very pale, wasting valuable learning time in class.
From the above two simple examples, it is not difficult to see that some primary and secondary school teachers in China still have quite serious problems in teaching language and teaching skills. Strengthening teachers' professional quality and improving teaching ability is an important aspect of current teacher education.
2. The crisis of professional ethics lurks, and the construction of professional ethics still needs to be strengthened.
Teachers are engineers of the human soul. Teachers must be responsible for society, schools, colleagues and students. Their behavior must conform to the ethical norms of education, which makes the role of teachers different from other professions. Teachers' profession plays an outstanding role in demonstration, publicity and education. Compared with most professions, teachers should have higher and stricter professional ethics requirements. The Code of Professional Ethics for Primary and Secondary School Teachers, revised and promulgated by the State Education Commission and the National Education Union 1997, puts forward the professional ethics requirements of "teaching according to law", "loving their posts and dedication", "loving students", "rigorous scholarship", "unity and cooperation", "respecting teachers and attaching importance to teaching" and "being a model for others". However, with the development of market economy and the special situation in the period of social transformation, teachers' professional ethics is facing a crisis.
According to relevant surveys, the existing problems mainly include the following four aspects:
① Lack of enterprising spirit, enterprising consciousness and dedication.
63.4% of school leaders and 46.8% of teachers think that the "biggest problem" of teachers' professional ethics is "lack of dedication and dedication to education, which is manifested in laziness in reading and studying, muddling along at work and not seriously observing labor discipline".
② Corporal punishment of students is still common.
When the students answer "Does the teacher hit the students?" Among them, 69% pointed out that their teachers beat students, while 72% thought that teachers punished students by standing up. Students also report teachers' methods of corporal punishment, such as slapping, twisting ears, pulling nose, twisting arms, beating hands, kicking, squatting (some squatting to stand), running (some running back and forth on the stairs), doing homework (copying texts) and so on. In addition, quite a few teachers often use insulting language to hurt students.
(3) Some teachers can't treat students with poor academic performance and moral character correctly.
46% of parents think that teachers discriminate and crowd out "poor students". However, only 26.5% students think that "all teachers do not discriminate against poor students" in their class, and 63% students think that most teachers discriminate against poor students.
④ The bad behavior of individual teachers has damaged the overall image of teachers.
For example, some parents pointed out that individual teachers "use festivals (such as Teachers' Day) to ask for gifts from students", "use students to earn income and regard students as tools to make money", "pay no attention to the details of life and speak casually in front of students" and so on.
The above problems show that there is still a considerable gap between teachers' moral cultivation and professional ethics requirements in China, and teachers need to constantly improve their moral cultivation and become real "engineers of human souls."
3. Teachers' academic qualifications are low, and professional training needs to be strengthened.
Teacher education is the product of social development to a certain stage. Based on the needs of society, it is the embodiment of social progress, popularization of education and improvement of the cultural quality of the whole nation. For nearly half a century, especially since the end of 1980s, with the rapid development of new industrial revolution and science and technology, foreign teacher education has been continuously reformed, which has strengthened the characteristics of highly standardized training objectives and specifications. The training of primary and secondary school teachers abroad has been promoted to the stage of university education. Some normal colleges and universities implement closed training, some colleges and universities implement open training, and some normal colleges and universities jointly implement mixed training. Now, graduate schools are also increasingly responsible for training teachers, which has changed the structure of teacher education. After the reform, the level of primary and secondary school teachers in the United States has improved. According to statistics, between 1950- 1976, the number of primary school teachers with four-year higher education increased from 50% to 99%; The number of middle school teachers with less than four years of higher education is about 65,438+0%. By the end of 1970s, the number of teachers with four-year college education and five-year college education increased year by year. At present, primary and secondary school teachers in France are mainly trained by the University Teacher Training Institute (IUFM), so the training target standard of normal universities is relatively high.
In 1950s, there were four levels of teacher education in China, namely, primary normal school, secondary normal school, normal college and undergraduate course. In 1960' s, the hierarchical structure moved up, and secondary normal schools replaced primary normal schools, forming three levels: secondary normal schools, teachers' colleges and undergraduate courses. This structure has continued to this day. Since 1980s, China has put forward clear requirements for teachers' academic qualifications, that is, primary school teachers have secondary school education, junior high school teachers have junior college education and senior high school teachers have undergraduate education. At the same time, a multi-specification, multi-level and multi-form teacher education system has been established, and a certificate system has been implemented for teachers who do not have qualified academic qualifications. At the end of 1995, the Regulations on Teachers' Qualification was promulgated, and 1997 started the pilot work of master of education, which laid a solid foundation for improving teachers' professional level. By the end of 2005, the qualified rates of full-time teachers in ordinary primary schools, junior high schools and senior high schools in China were 98%, 95% and 83.5% respectively, of which 56.3% were primary school teachers above junior high school, 35.3% were junior high school teachers above undergraduate level, and 1.2% were senior high school teachers with graduate education, which greatly improved the qualified rate of teachers. However, even though the qualified rate of full-time teachers in primary and secondary schools is close to 100%, compared with most countries in the world, the starting point of teacher education in primary and secondary schools is still low. This situation is difficult to meet the needs of the new situation of comprehensively promoting quality education and implementing the Outline of Basic Education Curriculum Reform (Trial) in China's modernization drive.
4. On-the-job learning situation is urgent, and career development has a long way to go.
From the perspective of professional development, teachers' continuing education is divorced from practice, and training and training are upside down. The former means that trainers do not pay enough attention to the practice of primary and secondary education, while the latter means that high-level normal college graduates receive training from relatively backward teachers. The promotion and development of educational professional ability is a dynamic, continuous and endless process. Only through hard and long-term study, practice, re-study, re-thinking and re-research, can we reach the perfect realm. Learning is the basic way of life of modern people, and on-the-job training is the basic way of teachers' professional development. Therefore, many countries in the world have ensured that every teacher has the opportunity to learn in the reform of teacher education, and established a lifelong education system for teachers. Teachers' continuing education in Britain has various forms and rich contents. Their common feature is that they pay attention to practical teaching problems and do not engage in formalism. The content of continuing education can be combined with the needs of educational reform and the reality of schools and classrooms. In Japan, the continuing education of primary and secondary school teachers is regarded as an important way to promote the professionalization of teachers. According to the Special Law on Civil Servant Education promulgated in Japan 1949, teachers should continue to study in order to perform their duties, and the Education Committee should reward teachers for their study, build necessary facilities, formulate study plans and ensure the implementation of study. Germany's Teacher Continuing Education Act makes the continuing education of primary and secondary school teachers not only an obligation, but also a teacher's right.
Since China's reform and opening up, after more than 20 years of efforts, especially the promulgation and implementation of 1993 "Teacher Law", it has effectively promoted the on-the-job learning and education of primary and secondary school teachers. However, the existing pre-service education and in-service education of teachers in China are separated. The existing normal colleges (normal universities, normal colleges, normal colleges and secondary normal schools) are responsible for training new teachers, while the education colleges and normal schools are responsible for training in-service primary and secondary school teachers. This two-stage separation mode separates teachers' professional training from on-the-job training, resulting in some uncoordinated situations. At the same time, in some further education institutions, the teaching content is outdated, the teaching method is dogmatic and the teaching effect is not good. All these affect the further study and quality improvement of teachers in China. China is a developing country with a large number of teachers and complicated situation. Many teachers have been working in the front line of education and teaching for a long time, lacking opportunities for systematic learning and improvement. Faced with the emerging new educational ideas, educational teaching theories and modern educational teaching technologies, they feel helpless and unable to study deeply, which has become an obstacle and bottleneck to improve the quality of education. All these determine the necessity, urgency and arduousness of teachers' continuing education and training in China.
5. Professional autonomy is restricted and professional power is not worthy of the name.
Teachers have a considerable degree of independent decision-making power, which is an important indicator to measure teachers' professional level. In China, in the past, people used to regulate teachers from the perspective of obligation, but rarely thought about or studied the rights that teachers should enjoy in their professional work, especially as professionals. Since 1990s, China has gradually recognized and respected the professional rights of teachers as professionals. 1The Teachers Law passed in June 1993 and the Education Law passed in March 1995 stipulate that teachers' rights at this stage mainly include the following contents:
Education and the right to education.
Including teachers can independently organize classroom teaching according to the specific requirements of the school's teaching plan and teaching workload, combined with their own teaching characteristics; Determine the teaching content and progress according to the requirements of the syllabus, and constantly improve the teaching content; According to different education and teaching objects, reform and experiment are carried out in the form, method and specific content of education and teaching.
② Right to scientific research.
Including teachers have the right to carry out creative work such as scientific research, technical development and technical consultation on the premise of completing the prescribed education and teaching tasks; Have the right to write academic papers and books on the successful experience of education and teaching or the research results in professional fields; Have the right to participate in relevant academic exchange activities, participate in academic organizations established according to law and express their opinions in them to carry out academic contention.
③ Manage students' rights.
Including teaching according to students' physical and mental development and characteristics, teaching students in accordance with their aptitude, and giving guidance to students' specialty development, employment and further education; Give an objective and fair evaluation of students' ideological and moral character, study and labor.
(4) the right to remuneration.
Including requiring schools and their competent departments to pay wages in full and on time according to the national education law and the teacher employment contract. Wages should generally include basic salary, post salary, class remuneration, bonus, seniority allowance, class teacher allowance and other allowances; Enjoy the welfare benefits stipulated by the state, including medical care, housing, retirement and other benefits and preferential treatment, and enjoy paid holidays during the winter and summer vacations.
⑤ Democratic management right.
Including the right to criticize and suggest schools and educational administrative departments; Have the right to participate in the democratic management of the school and discuss major issues such as school development and reform through staff congresses, trade unions and other organizational forms.
6. The right to continue training.
Including teachers have the right to participate in advanced studies and receive other forms of training, constantly update their knowledge and adjust their knowledge structure, so as to improve their ideological and moral character and professional quality, thus ensuring the quality of education and teaching.
However, in the actual career of primary and secondary school teachers in China, the main task of teachers is teaching, that is, teaching according to textbooks, teaching reference materials, test papers and standard answers. As for why we should teach these things, why we should teach them this way and how to teach them better, there are not many teachers who think deeply. As a result, there is such a phenomenon: the teaching content is stipulated by the national syllabus, the teaching reference materials are provided by the teaching and research section, the teaching methods are introduced by the teaching and research section, and the examination papers are compiled by the education department. Teachers have become passive bystanders outside the research process, mechanical executors required by the education administrative department, simple imitators of various teaching reference materials, and blind imitators of some models provided by the teaching and research section. Teachers' autonomy is limited, teachers' education and teaching activities lack the consciousness of subject autonomy, and teachers' power is not worthy of the name.
6. Teachers' organizational strength is weak, and their activity space and time are limited.
"Teacher education activities must conform to the general policy of improving teachers' occupation. International experts, professional groups and teachers' unions should participate in the formulation and implementation of various action strategies. "Zhao Zhongjian. Mission of education: 2 1 century education declaration and action plan. Education Science Press, 1996: 199.
. Teachers' professional organizations in China originated from the late Qing Dynasty and the early Republic of China. At the end of the Qing Dynasty, the Education Association Law was promulgated, which stipulated that all provinces and counties could set up education associations, and both educational administrators and school teachers could participate. 19 1 1 August11China Education Association was established. On the same day, the National Federation of Teachers' Education was established in Beijing, which was the first education branch under the Education Association established in China's modern education history. 1965438+On June 2, 2005, the National Normal Education Research Association was established with the approval of the Ministry of Education, and it is the first academic research institution of normal professional education in China. After the reform and opening up, China Education Association was established on April 1979, and now it is the largest mass educational academic group in China. Its main task is to provide scientific analysis, information feedback and suggestions for educational decision-making; Organize the appraisal and popularization of educational scientific research achievements and experimental achievements of educational and teaching reform; Study and compile teaching materials, publish academic books and periodicals, hold experimental schools for basic education and carry out training activities; Carry out business consultation, policy consultation and legal consultation; Organize educational evaluation activities, etc. China Education Society has a comprehensive academic publication, China Journal of Pedagogy. At present, teachers' academic organizations such as China Education Society, China Higher Education Society and China Higher Normal Education Society have played an important role in active academic theoretical research, publishing educational publications, improving teachers' quality, establishing teachers' welfare, safeguarding teachers' reasonable rights and interests, and contacting international educational institutions. 200 1 Zhejiang province has also established a special-grade teacher association, which will organize academic activities, popularize the advanced experience of special-grade teachers, organize the selection of special-grade teachers' scientific research achievement awards, organize special-grade teachers' activities, guide and train key teachers, and carry out inter-provincial and international academic exchanges. These teachers' academic professional organizations are indispensable to the promotion of teachers' specialization in China.
Through the operation of teachers' professional organizations, teachers' quality can be improved, teachers' behavior can be restrained, and teachers' rights and obligations can be guaranteed. Therefore, it is extremely necessary for teachers' professional organizations to improve their professional level. However, due to the shortage of teachers' time and funds, the development of teachers' professional organizations in China is slow and weak, and it can not be called a powerful professional pressure group in terms of its influence on government education decision-making and the promotion of teachers' welfare. That is to say, in our country, apart from the education trade union, the organization as a teacher's professional organization has not yet been formed, which is not conducive to the improvement of teachers' professional level.