[Keywords:] urban and rural primary and secondary schools; Teachers; Unbalanced allocation
【 China Library Classification Number 】 G45 1 【 Document Identification Number 】 a
[ArticleNo.]1672-1128 (2008) 02-0059-04
According to the requirements of the Notice of Gansu Provincial Department of Education on Carrying out the Investigation on the Construction of Primary and Secondary School Teachers in Gansu Province, we conducted an investigation on the construction of primary and secondary school teachers in Dingxi City on June 5, 2007+10/October 4, 2007, and now we will analyze the problems in the allocation of rural primary and secondary school teachers found in the investigation and study for the reference of the education authorities.
Dingxi City, located in the middle of Gansu Province, is a famous arid and poverty-stricken area in China, with harsh natural conditions, lack of resources, backward economy and difficulties in educational development. The allocation of teachers in rural schools in this area is of typical significance. The investigation and analysis of this problem is of reference value for solving the imbalance in the allocation of teachers between urban and rural areas in this area and realizing the harmonious development of Urban-rural Education Fairness.
First, research methods.
According to the arrangement and requirements of Gansu Provincial Department of Education, this study adopts the form of field investigation and questionnaire survey. According to the difference of education level in Dingxi, we conducted field research in anding district, Longxi County and Zhangxi 'an County. There are two ways to investigate. First, the district and county education authorities and some school leaders will be held separately. Schools participating in the forum in all districts and counties include 2 high schools, 3 primary schools and 3 junior high schools. At the symposium, the main leaders of the education authorities introduced in detail the basic situation of the construction of teachers in this district and county. The school leaders talked about the situation, experience and existing problems of the construction of teachers in our school, and the participants also exchanged views. Second, the conditions, venues and resource centers for teachers' learning and training were investigated on the spot. The other four counties (Lintao County, Tongwei County, Weiyuan County and Minxian County) conducted questionnaires and collected written materials.
Second, the general situation of the teaching staff
There are 2264 public schools of all levels and types in Dingxi, including 54 high schools, 234 junior high schools, primary schools 1.976 and 26 private schools. The total number of public primary and secondary school teachers is 30,674, including 28,602 full-time teachers. Among the full-time teachers, there are 4 759 high school teachers, with a qualified rate of 67.6%. There are 9 junior middle school teachers 15 1, and the qualified rate is 92.9%. Primary school teachers 14 692, with a qualified rate of 97.2%. There are also three 130 substitute teachers. There are 30 special-grade teachers in primary and secondary schools, 24 provincial-level backbone teachers/kloc-0, and 843 municipal-level backbone teachers. There are 63 provincial-level youth teaching experts and municipal-level youth teaching experts 17 1 person; There are 809 full-time teachers with associate senior titles or above, and 6350 with bachelor degree or above. Make-up teachers with academic qualifications after work 1 14 1.
Third, the comparison of urban and rural teachers
There is a great gap between urban and rural school teachers in China, especially in the poor and backward areas in the west. This gap is manifested in many aspects, both quantitative and qualitative.
1. The number of teachers in rural schools is insufficient. Dingxi rural primary school faculty 12833, basic establishment 14320. Rural high school staff 1933, basic establishment 1988. The number of teachers in rural schools is generally insufficient, with fewer teachers, more students and more courses, and the number of teachers cannot meet the basic teaching needs. Most city schools are overstaffed. There are 2,364 primary school teachers and staff in Dingxi City, with a basic establishment of 2 126, junior high school 1953, senior high school 1685, and 3,396 teachers and staff, all of which are overstaffed. At the same time, the contradiction between teacher establishment and teaching demand is more prominent. With the fact that the number of school-age students in rural areas is decreasing year by year and the layout of rural primary schools is scattered, the class size is small, the grades are complete, and there are many courses, it is impossible to meet the teaching needs according to the ratio of endogenous teachers in the province. There are still three-year primary school teaching points with less than 60 students in rural areas of Dingxi city. According to the province's student-teacher ratio 1∶23, these teaching points can only be equipped with three teaching staff at most, which leads to a heavy workload of teachers or a teacher representing multiple disciplines, which affects the professional development of teachers.
2. The qualified rate of full-time teachers in rural schools is low. The qualified rate of full-time teachers in rural primary schools in Dingxi City is 96.9%, and that of full-time teachers in urban primary schools is 99.2%. The qualified rate of rural junior high school full-time teachers is 92%, and the qualified rate of urban junior high school full-time teachers is 96.5%. The qualified rate of full-time teachers in rural high schools is 56.5%, and that of full-time teachers in urban high schools is 73.3%. The qualified rates of full-time teachers in rural primary schools, junior high schools and senior high schools are 2.3%, 4.5% and 16.8% lower than those in urban schools respectively.
3. The titles of full-time teachers in rural schools are low. The titles of full-time teachers in rural schools in Dingxi City are generally low. There are 8 teachers with associate senior titles and 4 239 teachers with intermediate titles in rural primary schools, accounting for 0.06% and 34.0% of the full-time teachers in rural primary schools, 8 teachers with associate senior titles and 0/088 teachers with intermediate titles in urban primary schools, accounting for 0.35% and 46.6% of the full-time teachers in urban primary schools respectively. Rural schools are 0.23% lower than urban schools. There are 82 teachers with associate senior titles and 708 teachers with intermediate titles in rural junior high schools, accounting for 1.1%and 23.5% of full-time teachers in rural primary schools respectively, and there are 120 teachers with associate senior titles, 7 1 person in urban junior high schools. There are 108 rural high school teachers with intermediate titles, accounting for 6.0% and 28.0% of full-time teachers in rural high schools respectively, and 483 urban high school teachers with intermediate titles, accounting for 16.4% and 33.7% of full-time teachers in urban high schools respectively. Rural schools are 65438+ lower than urban schools.
4. The academic level of full-time teachers in rural schools is low. With the gradual cancellation of secondary normal schools in China, the academic qualifications of primary school teachers are essentially changing to junior college or even undergraduate education, and there are still a large number of teachers with secondary school (high school) qualifications teaching in rural schools, which is a common phenomenon in schools in the vast rural areas of western China, including Dingxi City. There are 6 544 teachers with technical secondary school (high school) education in rural primary schools in Dingxi, accounting for 52.7% of the total number of full-time teachers in rural schools, while the proportion of teachers with high education is very small, accounting for only 5.9% of undergraduate education. On the contrary, in urban schools, there are 547 teachers with technical secondary school (high school) or below, accounting for 23.9%, and teachers with undergraduate education account for 15.5%. Urban primary school teachers with high academic qualifications are 9.6% higher than those in rural areas.
5. The age structure of full-time teachers in rural schools is poor. The age structure of rural school teachers in Dingxi city is more than two ends and less in the middle. There are 565,438+2,750 teachers over the age of 0 in rural primary schools and 2,693 teachers under the age of 25, accounting for 22.2% and 2 1.7% of the total number of full-time teachers, 247 teachers over the age of 0 in urban primary schools and 67 teachers under the age of 25, accounting for1of the total number of full-time teachers respectively. The 565438+ of teachers aged over 0 and under 25 in rural schools are higher than those in urban schools 1 1.4% and 14.4% respectively.
6. The structure of full-time teachers in rural schools is complex. Due to historical reasons, the composition of teaching staff in Dingxi City is complicated, including graduates from normal colleges, vocational schools, graduates from other secondary schools, "people-to-public" teachers and "substitute teachers". There are 3 130 "substitute teachers" in Dingxi city, including 2963 in rural schools, accounting for 94.7%. Similarly, vocational school graduates, other secondary school graduates and "people-to-public" teachers are mainly distributed in rural schools. Rural school teachers are diverse in composition and complex in structure.
7. The professional level of full-time teachers in rural schools is generally low. There are also great differences between rural schools and urban schools in Dingxi city in terms of special-grade teachers, provincial (city) backbone teachers and provincial (city) young teaching experts. Such as rural primary school teachers 150, accounting for1.2% of the total number of full-time teachers; There are 262 urban primary schools, accounting for11.5% of the total number of full-time teachers; Rural junior middle school students 139, accounting for 1.9% of the total number of full-time teachers, and urban junior middle school students 122, accounting for 6.5% of the total number of full-time teachers; There are 90 rural high schools, accounting for 5.0% of the total number of full-time teachers, and 468 urban high schools, accounting for 15.9% of the total number of full-time teachers. Urban schools are higher than rural schools by 10.3%, 4.6% and 10.9% respectively.
Fourthly, the analysis of the factors of unbalanced allocation of teachers between urban and rural areas.
Rural areas, especially western rural areas, have poor natural conditions and relatively poor living environment. This is an irresistible objective factor that causes the imbalance in the allocation of teachers between urban and rural areas. Although we can't solve some objective factors at the moment, we can use subjective factors to balance the differences caused by objective factors. Therefore, it is entirely possible and necessary to analyze the gap caused by subjective factors and put forward countermeasures and suggestions.
1. The personnel management system is not conducive to the flow of teachers. The number of teachers in urban and rural areas is unbalanced, with surplus in cities and shortage in rural areas. There is no teacher management and personnel system to promote the rational flow between urban and rural areas, and the surplus and shortage of full-time teachers in urban and rural schools can not be adjusted in time, resulting in a waste of teacher resources. As can be seen from the above statistics, Dingxi rural schools are generally overstaffed and teachers are scarce, while urban schools are generally overstaffed and teachers are surplus. There are 453 full-time teachers in rural primary schools and 0/20 in urban primary schools in Longxi County. There is a shortage of 50 full-time teachers in rural junior high schools and a surplus of full-time teachers in urban junior high schools 164. Due to the personnel system, the adjustment or transfer of teachers requires complicated personnel procedures, and the process is long and slow, which is not conducive to teachers' effectiveness.
2. The teacher rotation system pays attention to one thing and loses another. Dingxi implements the system of teachers' job mobility and the system of teachers' open selection and employment. This system stipulates that teachers' vacancies in schools with relatively superior conditions in urban areas and Sichuan areas will be openly recruited, and adjustment targets will be generated through vacancy announcement, organization registration, public lectures, organization inspection and other links; At the same time, teachers who teach in urban areas and Sichuan areas with poor teaching quality and great opinions from students and parents are transferred to remote mountain schools with poor conditions. Lintao County has implemented open selection and appointment of teachers for two consecutive years. In the open selection and appointment, all teachers who win the first prize in the classroom teaching competition are directly transferred to urban schools to teach. In 2006, 57 teachers were openly recruited and 9 teachers were changed11. In fact, the open teacher selection system and the teacher post mobility system implemented in this city are extremely unfavorable to the development of schools in rural remote mountainous areas. This system essentially selects excellent teachers to urban areas or schools with better conditions, and moves poor teachers to schools in remote mountainous areas in rural areas, which artificially widens the gap between rural and urban schools and is not conducive to the fair allocation of teachers in urban and rural schools and the harmonious development of education.
3. The effect of teacher training is not good. First, the training base is not standardized. Due to historical reasons, most teachers' further education schools in cities and counties have been merged. At present, some teacher training bases are located in a school and some are located in the Education Bureau. In fact, a classroom is equipped with a set of multimedia. Second, there is no stable and suitable high-level training teachers. In most cases, the training teachers are temporarily hired during the training, and they are basically university teachers. They don't understand the local educational reality, primary and secondary education and primary and secondary school teachers, and training is often divorced from reality. Third, the training content is single and outdated, and it is not targeted and cannot meet the actual needs of teachers. Because the training is on holidays and time is limited, most of them use multi-disciplinary mixed classrooms with 200 to 300 people. The training content in each period is basically the same. Teachers participate in training registration, and the training effect is not good. Fourth, due to the limitation of the establishment and the heavy teaching tasks of teachers, the school cannot create training opportunities and provide training time for teachers. At present, training is carried out on holidays or weekends, which affects the normal life of teachers. Fifth, due to financial difficulties, teachers in rural schools have little overseas study and training and can only be confined to small circles in cities and counties. Their ideas and consciousness can not be effectively changed and improved, and various forms of training are restricted.
4. Teachers with low quality such as "from the people to the public" are mostly distributed in rural schools. First, "people-to-public" teachers and "substitute teachers" are generally older, with low academic qualifications, slow knowledge updating and low teaching level. Second, in previous years, due to local policy factors, vocational school graduates were assigned to be teachers in schools. These students have no corresponding professional knowledge, teaching theory and teaching skills, which affects the quality of education and teaching in rural schools.
5. The new teacher's teaching ability is poor. In recent years, some graduates after enrollment expansion have a poor professional knowledge base, and some graduates have no educational practice during their school years, and their teaching ability is poor. Most of these newly recruited teachers are in rural areas. Teachers under the age of 25 in Dingxi rural primary schools account for 2 1.7%, all of whom are newly recruited teachers in recent years. In our discussions with principals, most principals used the most words when evaluating the teachers recruited to our school in recent years, namely, enrollment expansion, poor professional knowledge base and poor teaching ability.
6. Substitute teachers are not at ease in teaching. At present, there are 3 substitute teachers in the city 130, which are basically distributed in rural remote mountainous schools. The monthly salary of these teachers is only 125 yuan, which is low and poorly paid, far less than the economic income of working. The reason why they stay in school with low wages is that they want to wait for the country to give them another chance to "jump ship". Most of them are full of contradictions and anxieties about teaching.
Verb (abbreviation of verb) suggestion
1. Reform the school personnel management system from the policy and make efficient use of teachers' resources. Teachers' ownership and scope of use have been extended to school districts or counties, which has changed the current situation that teachers need to be mobilized to stay or stay, solved the surplus and shortage of teachers between schools and the structural contradiction of disciplines at any time, improved the efficiency of teachers' use, and fundamentally changed the phenomenon of teacher resources waste of 453 full-time teachers in rural primary schools and 120 in urban primary schools in Longxi County. At the same time, according to the ratio of students to teachers in the province, the school establishment is determined in full by the districts and counties. According to the reality that the number of students in the school changes every year, the district and county governments and education authorities dynamically manage the establishment of school teachers.
2. Establish a scientific teacher transfer system to coordinate the development of urban and rural teachers. The original intention of the teacher post rotation system and the open selection and appointment system of urban school teachers in Dingxi City is good, and the purpose is to motivate rural school teachers. If they don't want to go to schools in remote mountainous areas with more difficult conditions and to teach in urban schools, they must improve their comprehensive quality, but the result is unfair, resulting in a greater gap between urban and rural school teachers. According to the local political, economic and cultural environment, it is the key to solve the unbalanced allocation of teachers in urban and rural schools to establish systems, methods or measures suitable for the allocation of teachers in local urban and rural schools. At present, there are at least two measures that can be taken in poor areas in the west. One is to implement the three-year cycle system of teachers' rotation teaching. Teachers of a certain age or within a certain range of conditions will rotate to teach in areas with relatively good, medium and poor conditions, and formulate corresponding assessment systems to determine whether they can flow after the expiration; The second is to implement the "post allowance system for rural school teachers" in certain areas. In the county, a certain proportion of all teachers' salaries can be used as subsidies for school teachers in rural areas, so as to expand the income distribution of school teachers in urban and rural areas and encourage and motivate outstanding teachers to teach in rural areas. The distribution system and measures of urban and rural teachers should be voluntary and balanced.
3. Further standardize the training system and effectively improve the overall quality of teachers. On-the-job training is the main way to improve the overall quality of teachers, and it is also an effective way to improve the level of teachers in rural schools and narrow the gap between urban and rural teachers. At present, the form of teacher training is basically standardized, but the actual effect needs to be further improved. First of all, we should establish a standardized training base. In recent years, county teachers' further education schools have been weakened or merged and need to be strengthened. The second is to establish a team of training teachers with high theoretical level, rich practical experience and familiarity with primary and secondary education and teaching, so as to improve the training quality. Third, it is necessary to choose appropriate training content to improve the training effect. Training teachers should go deep into schools and teachers, investigate and study, and impart the knowledge and skills that teachers need most to them. We should adopt various ways to change traditional training into various forms of active training, so that teachers are willing to participate in the training. Fourth, establish training management institutions, rational planning and scientific management. The competent department of education should have institutions and personnel specializing in teacher training, establish teacher training files, and track and evaluate the teachers who participated in the training. Establish and improve a scientific and distinctive long-term training mechanism, and gradually realize the institutionalization of teacher training. Fifth, the education authorities should be responsible for raising funds through multiple channels, setting up teacher training funds, ensuring training funds, solving the funding problem in teacher training, mobilizing the enthusiasm of teacher training, and changing training into training and distribution indicators into struggle indicators. Sixth, it is necessary to establish a system of helping key teachers and young teaching experts to teach in our school, with assistance, assessment, tasks and goals, and take the assessment results as an important indicator for assessing key teachers and young teaching experts. Seventh, establish an incentive system for teachers' self-learning, and encourage teachers to learn, improve and improve themselves.
4. Improve the recruitment system and pay attention to the professional ability of recruiting teachers. Because the graduates of normal colleges greatly exceed the demand for teachers' professional posts, in recent years, the recruitment system has been implemented to varying degrees in various places, but recruitment is still a cultural course or theoretical examination, and teachers' professional ability is rarely or even taken as the examination content, which needs to be improved. The recruitment system must have the assessment measures of teachers' professional ability, which should be an important content.
5. Reasonably plan the enrollment of normal colleges and improve the professional ability of normal college teachers. The provincial enrollment planning department should plan the number of enrollment as needed through investigation and study, limit the number, improve the quality, and ensure the quality and level of teachers from the source. At present, there are about 10 thousand students in undergraduate normal colleges, and there are also four or five thousand students in junior colleges. Dingxi Teachers College graduates implement the appointment system. In recent years, more than half of the students can't find jobs, which has caused employment pressure. Due to the large number of students and relatively few teachers, normal colleges only pay attention to professional knowledge education, which weakens the cultivation of students' professional ability. Many schools even cancel educational practice, which seriously affects the quality of normal students. The competent department of education should take administrative measures to urge normal universities to pay attention to the cultivation of students' teachers' professional ability, offer educational theory courses and educational practice courses, and prohibit the cancellation of unscientific practices such as normal students' educational practice.
6. Solve the problem of substitute teachers and avoid "sequela". At present, substitute teachers generally have low academic qualifications and poor teaching ability, which affects the education and teaching level of rural schools. Government departments should make long-term plans, make clear policies, make clear the future of substitute teachers, put people first, and not let them wait or even fantasize in contradictions, which will delay their development opportunities and affect school teaching. We should learn from the long-term influence of teachers who have changed from civilian to public on the quality of education and teaching, solve the problem of substitute teachers as soon as possible, and avoid the recurrence of "sequelae".
Author: Dingxi Teachers College, Gansu Province.
(Editor Wang Yongli)