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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2019年01期

页码:

103-110

栏目:

教育政策与管理

出版日期:

2019-02-20

文章信息/Info

Title:

The Development, Characteristics and Prospects of China’s Teacher Policy in the Past 40 Years of Reform and Opening-up:A Bibliometrics Analysis from the Perspective of Policy Tools

作者:

李廷洲 吴 晶 王秋华

华东师范大学

Author(s):

LI Ting-zhou WU Jing WANG Qiu-hua

East China Normal University

关键词:

改革开放; 教师政策; 政策工具; 文本计量

Keywords:

Reform and Opening-up;  teacher policy;  policy tools;  text metrology

分类号:

G40-011.8

DOI:

10.14138/j.1001-4519.2019.01.010308

文献标志码:

A

摘要:

改革开放以来，我国国家层面出台351件教师政策，初步形成促进教师队伍建设的政策体系。从政策工具理论的分析视角出发，采用文本计量的研究方法，发现改革开放40年的教师政策变迁经历了5个阶段，即1978-1985年的恢复调整阶段，政策供给主题是建章立制；1986-1992年的厚植基础阶段，主题是确保教师胜任；1993-2011年的内涵建设阶段，主题是质量提升；2012-2017年的全面提升阶段，主题是体系构建；2018年以后，教师政策发展进入新时代。政策变迁的过程中，政策体系趋于完备，初步形成促进教师队伍建设的制度基础设施；发文主体层级和政策的权威性不断增强；发文主体日趋多元，政策协同性不断增强；教师质量成为愈发重要的政策议题；命令性政策工具的使用存在过溢的倾向。政策变迁的未来发展表现出四种趋势：一是继续深化体制机制改革，破解教师队伍建设的深层制约；二是加强待遇保障、教师权利方面的政策供给；三是教师政策执行有更强的组织保障；四是进一步确立教师优先发展的战略地位。

Abstract:

Since the Reform and Opening-up, China has introduced 351 teacher policies at the national level, and basically formed a policy system to promote the construction of the teachers team. From the perspective of policy tools and using the method of textual measurement, this paper found that the transformation process of China’s teacher policy in the 40 years of Reform and Opening-up can be divided into five stages: the recovery adjustment stage from 1978 to 1985, when the policy supply theme is established; the foundation strengthen stage from 1986 to 1992, with a theme of ensuring the competence of teachers; the connotation construction stage from 1993 to 2011, with a theme of quality improvement; the comprehensive improvement stage from 2012 to 2017, with a theme of system construction; and the stage after 2018, when teachers policy development enters a new era. In the process of policy change, the policy system has become more complete, and the institutional infrastructure to promote the construction of teaching staff has been basically formed; the authoritative level of the issuing body of the policies has been continuously enhanced; the issuing body of the policies has become more diversified, and the policy synergy has been continuously enhanced; the quality of teachers has become more and more important policy issues; and mandatory policy tools tends to be overused. The future development of policy changes shows four trends: to continue to deepen the reform of the system and mechanism in order to break the deep constraints; to strengthen the policy supply to improve teachers’ salary and compensation and protect teachers’ right; to strengthen the organizational implementation of these policies; and to reinforce the strategic position of the prioritized teachers’ development.Since the Reform and Opening-up, China has introduced 351 teacher policies at the national level, and basically formed a policy system to promote the construction of the teachers team. From the perspective of policy tools and using the method of textual measurement, this paper found that the transformation process of China’s teacher policy in the 40 years of Reform and Opening-up can be divided into five stages: the recovery adjustment stage from 1978 to 1985, when the policy supply theme is established; the foundation strengthen stage from 1986 to 1992, with a theme of ensuring the competence of teachers; the connotation construction stage from 1993 to 2011, with a theme of quality improvement; the comprehensive improvement stage from 2012 to 2017, with a theme of system construction; and the stage after 2018, when teachers policy development enters a new era. In the process of policy change, the policy system has become more complete, and the institutional infrastructure to promote the construction of teaching staff has been basically formed; the authoritative level of the issuing body of the policies has been continuously enhanced; the issuing body of the policies has become more diversified, and the policy synergy has been continuously enhanced; the quality of teachers has become more and more important policy issues; and mandatory policy tools tends to be overused. The future development of policy changes shows four trends: to continue to deepen the reform of the system and mechanism in order to break the deep constraints; to strengthen the policy supply to improve teachers’ salary and compensation and protect teachers’ right; to strengthen the organizational implementation of these policies; and to reinforce the strategic position of the prioritized teachers’ development.

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更新日期/Last Update: 2019-02-20