本文選題：教師職稱 + 職稱評(píng)定��； 參考：《上海師范大學(xué)》2013年碩士論文

【摘要】：教師職稱評(píng)定是通過對(duì)教師的道德品質(zhì)、工作能力與業(yè)績(jī)等的綜合評(píng)價(jià)來確定教師職稱等級(jí)的過程，關(guān)系到為什么評(píng)、評(píng)什么、誰來評(píng)、怎么評(píng)等一系列復(fù)雜的過程。因此，做好教師職稱評(píng)定工作并非易事，值得進(jìn)行深入研究。國(guó)家實(shí)行教師職稱評(píng)定制度，是渴望通過職稱評(píng)定實(shí)現(xiàn)教師間適當(dāng)競(jìng)爭(zhēng)，激勵(lì)教師努力工作，促進(jìn)教師專業(yè)發(fā)展以引領(lǐng)學(xué)校持續(xù)發(fā)展。但是根據(jù)筆者查閱我國(guó)有關(guān)教師職稱評(píng)定工作現(xiàn)狀報(bào)道與文獻(xiàn)以及根據(jù)自己長(zhǎng)期從事教學(xué)工作的經(jīng)歷，表明我國(guó)現(xiàn)階段學(xué)校教師職稱評(píng)定工作中，尖銳的矛盾還經(jīng)常發(fā)生，對(duì)教師工作積極性和學(xué)校持續(xù)發(fā)展產(chǎn)生了教為嚴(yán)重的負(fù)面影響。因此，對(duì)教師職稱評(píng)定問題進(jìn)行深入研究，有助于學(xué)校教師職稱評(píng)定工作順利開展。 然而，筆者查閱教師職稱評(píng)定的相關(guān)文獻(xiàn)后發(fā)現(xiàn)：我國(guó)現(xiàn)階段對(duì)教師職稱評(píng)定的研究比較少，研究也不夠深入。為了能夠深入認(rèn)識(shí)教師職稱評(píng)定，在學(xué)習(xí)和借鑒教育評(píng)價(jià)、教師評(píng)價(jià)理論基礎(chǔ)上，本文細(xì)致探討了教師職稱評(píng)定的內(nèi)涵、教師職稱評(píng)定制度、教師評(píng)價(jià)與教師職稱評(píng)定的聯(lián)系與區(qū)別、教師職稱評(píng)定的功能以及教師職稱評(píng)定的原則等。 這是本文的成果之一，有助于后續(xù)研究者對(duì)教師職稱評(píng)定知識(shí)與方法的認(rèn)識(shí)。 為了弄清楚學(xué)校職稱評(píng)定工作存在的具體問題，筆者選取四川省CHN縣D中學(xué)為調(diào)研對(duì)象并展開細(xì)致調(diào)查。調(diào)研結(jié)果表明，D中學(xué)教師職稱評(píng)定工作主要存在以下問題：（1）職稱評(píng)定小組成員的產(chǎn)生方式不科學(xué)；（2）缺乏科學(xué)的知識(shí)理論和方法指導(dǎo)職稱評(píng)定工作；（3）制定職稱評(píng)定方案的方式不合理；（4）在職稱評(píng)定方案中，部分款項(xiàng)所作規(guī)定不具體不詳細(xì)；（5）職稱評(píng)定指標(biāo)體系邏輯比較混亂，指標(biāo)歸類不當(dāng)；同時(shí)各指標(biāo)比例嚴(yán)重不合理等。所有的這些原因都導(dǎo)致D中學(xué)不可能制定出科學(xué)合理的教師職稱評(píng)定方案，因此職稱評(píng)定結(jié)果必然有失公平合理，從而引起D中學(xué)教師普遍對(duì)學(xué)校職稱評(píng)定工作不滿意，職稱評(píng)定矛盾時(shí)有發(fā)生。 為了有助于D中學(xué)教師職稱評(píng)定矛盾的解決，中心環(huán)節(jié)便是以科學(xué)的理論和方法制定教師職稱評(píng)定方案。為了制定出較為科學(xué)的教師職稱評(píng)定方案，筆者反復(fù)學(xué)習(xí)研究國(guó)家有關(guān)教師職稱評(píng)定的法律政策以及教育評(píng)價(jià)、教師評(píng)價(jià)的相關(guān)理論與方法，細(xì)致分析D中學(xué)教師職稱評(píng)定的問題和矛盾，，在D中學(xué)領(lǐng)導(dǎo)和全體教師大力支持下，認(rèn)真開展了挑選職稱評(píng)定主體人員、確定職稱評(píng)定制定方式和計(jì)分方法等工作，最終制度出了D中學(xué)教師普遍較為滿意的職稱評(píng)定方案。這是本文的最大貢獻(xiàn)。實(shí)踐證明，只有在科學(xué)理論與方法指導(dǎo)下，制定出科學(xué)合理的教師職稱評(píng)定方案并公開公正實(shí)施，才能有效促進(jìn)學(xué)校職稱評(píng)定問題與矛盾的解決。
[Abstract]:The evaluation of teacher's professional title is a series of complicated processes of determining the grade of teacher's professional title by comprehensive evaluation of teachers' moral quality, working ability and performance, which relates to why, what, who and how to evaluate.Therefore, it is not easy to do a good job in evaluating teachers' professional titles, and it is worthy of further study.The country carries out the teacher title appraisal system, is eager to realize the proper competition among the teachers through the professional title evaluation, encourages the teacher to work hard, promotes the teacher professional development in order to lead the school to develop continuously.However, according to the author's reference to the current reports and documents on the evaluation of teachers' professional titles in our country, and according to my long-term experience in teaching work, it shows that sharp contradictions often occur in the evaluation of teachers' titles in schools at this stage in our country.It has a serious negative impact on teachers' enthusiasm for work and sustainable development of schools.Therefore, the in-depth study on the evaluation of teachers' titles is helpful to the smooth development of the evaluation of teachers' titles.However, the author finds that there are few researches on the evaluation of teachers' professional titles in our country at present, and the research is not deep enough.In order to understand teachers' professional title evaluation deeply, on the basis of learning and drawing lessons from educational evaluation and teacher evaluation theory, this paper discusses in detail the connotation of teachers' professional title evaluation, the evaluation system of teachers' professional titles, and the evaluation system of teachers' professional titles.The relation and difference between teacher evaluation and teacher professional title evaluation, the function of teacher professional title evaluation and the principle of teacher professional title evaluation etc.This is one of the achievements of this paper, which is helpful to the further understanding of teachers' professional title evaluation knowledge and methods.In order to find out the concrete problems existing in the evaluation of school title, the author selects D Middle School in CHN County, Sichuan Province as the research object and carries out a detailed investigation.The results show that the following problems exist in the evaluation of teachers' titles in middle schools: 1) the way of producing the members of the professional title assessment group is not scientific; (2) the lack of scientific knowledge theory and method to guide the job title evaluation work; and (3) the establishment of the job title evaluation.In the evaluation scheme of professional title,Some of the provisions made are not specific and detailed. (5) the logic of the evaluation index system of professional title is confused, the index is classified improperly, and the proportion of each index is serious unreasonable, etc.All these reasons make it impossible for D Middle School to formulate a scientific and reasonable evaluation scheme for teachers' professional titles. Therefore, the evaluation results of professional titles must be unfair and reasonable, thus causing D middle school teachers to be generally dissatisfied with the evaluation of school titles.Professional title evaluation contradictions occur from time to time.In order to help solve the contradiction of D middle school teachers' professional title evaluation, the central link is to formulate the teacher professional title evaluation scheme with scientific theory and method.In order to work out a more scientific evaluation scheme of teachers' professional titles, the author has repeatedly studied the relevant theories and methods of the national legal policy on the evaluation of teachers' professional titles, as well as the educational evaluation, the evaluation of teachers, and the related theories and methods of teacher evaluation.This paper analyzes the problems and contradictions in the evaluation of the professional titles of D middle school teachers. With the support of the leaders of D middle schools and all the teachers, they conscientiously carry out the work of selecting the main personnel for the evaluation of the titles of professional titles, and determining the formulation methods and scoring methods for the evaluation of the titles of teachers.Finally, the system of D middle school teachers generally satisfied with the professional title evaluation program.This is the greatest contribution of this paper.Practice has proved that only under the guidance of scientific theory and methods, can we effectively promote the solution of problems and contradictions in the evaluation of school professional titles by formulating scientific and reasonable evaluation schemes of teachers' professional titles and implementing them openly and fairly.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G451.1

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