本文選題：中學教師　切入點：職稱評定　出處：《西北師范大學》2009年碩士論文

【摘要】： 我國自1978年開始職稱評定工作,1983年9月,國家暫停職稱評定工作而進行整頓。沈陽市教育系統(tǒng)的職稱改革評定工作是從1987年開始的。對教職工恢復職稱評聘制度,是國家為改善和提高廣大知識分子的政治、經(jīng)濟生活待遇和社會地位的重要舉措。通過科學的人才評價,促進了教職工隊伍的快速成長,使每個人都能在自己的崗位上做出更大的貢獻。 由于職稱評定與職務聘任工作涉及到廣大教師的切身利益,引起全體教師廣泛而急切的關(guān)注。因此,了解目前教師職稱評定工作的現(xiàn)狀,對進一步完善教師的職稱評定工作、促進教育健康發(fā)展具有重要的指導意義。本文通過對沈陽市內(nèi)五區(qū)的部分初中及省、市級重點高中和普通高中的教師及教育局有關(guān)同志進行問卷調(diào)查和訪談,結(jié)果表明沈陽市中學教師職稱評定工作還存在諸多問題,如普遍存在職稱評定拖延現(xiàn)象;教師職稱評定與教師進修脫節(jié);教齡和指標成為影響教師晉級的主要因素;教師晉級(尤其是晉高級職務)后出現(xiàn)職業(yè)倦怠現(xiàn)象等等,使許多參評教師無論評上與否,都對評定工作不滿,影響了教職工工作的積極性。個別教師甚至為此而采取一些不當措施,嚴重影響了職稱評定工作的積極性和公平性。 為此,結(jié)合我市教育系統(tǒng)實際情況,參考國內(nèi)外教育系統(tǒng)職稱評定工作的經(jīng)驗,本文提出:1、呼吁政府逐步提高教師待遇,緩解職稱評定壓力;2、實行評聘分離制度,解決職稱評定拖延問題;3、堅持教師進修與教師職稱評定相結(jié)合;4、完善教師職稱評定工作體系等即符合沈陽實情又切實可行的論點,希望對我市教師職稱評定工作有所幫助,進而調(diào)動和提高教師工作的積極性和創(chuàng)造性。
[Abstract]:In China, the job title evaluation began in 1978, and in September 1983, the state suspended the job title evaluation work and rectified it. The job title reform and evaluation work of Shenyang education system began in 1987. It is an important measure for the state to improve and enhance the political, economic and social treatment and social status of the vast number of intellectuals. Through scientific personnel evaluation, it has promoted the rapid growth of the contingent of teaching staff. So that everyone can make a greater contribution in their own position. As the job title evaluation and position employment work involves the immediate interests of the teachers, it has aroused the extensive and urgent attention of all teachers. Therefore, it is necessary to understand the present situation of teachers' professional title evaluation work, and to further improve the teachers' professional title evaluation work. It is of great significance to promote the healthy development of education. This paper makes a questionnaire survey and interviews with teachers and comrades of the Bureau of Education of some junior middle schools and provinces, key senior high schools and ordinary senior high schools in the five districts of Shenyang. The results show that there are still many problems in the evaluation of middle school teachers' professional titles in Shenyang, such as the phenomenon of procrastination in the evaluation of professional titles, the disconnection between the evaluation of professional titles of teachers and teachers' further education, the main factors that affect teachers' promotion, such as teaching years and indicators. The phenomenon of job burnout after teachers' promotion (especially in senior positions) makes many teachers, whether they are rated or not, dissatisfied with the evaluation work. Some teachers even take some improper measures, which seriously affect the enthusiasm and fairness of the job title evaluation. Therefore, combined with the actual situation of our city's educational system and referring to the experience of professional title evaluation in domestic and foreign educational systems, this paper puts forward a proposal of "1: 1", which calls on the government to gradually improve the treatment of teachers, ease the pressure of job title evaluation, and implement the separation system of evaluation and employment. To solve the problem of procrastination in the evaluation of professional titles, to insist on the combination of teacher training and evaluation of professional titles of teachers, and to perfect the working system of evaluating professional titles of teachers in Shenyang is not only in line with the actual situation of Shenyang, but also feasible. It is hoped that it will be helpful to the evaluation of teachers' titles in our city. Then arouse and improve the enthusiasm and creativity of teachers' work.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G635.1

【引證文獻】

相關(guān)碩士學位論文 前1條

1 剛文娟;中小學教師正高級職稱設置研究[D];杭州師范大學;2012年

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本文編號：1657434