Source: China education Newspaper office
Author: Yang Tinghuan (independent commentator of dandelion review)
Recently, Changzhou, Jiangsu, released compulsory education school The "job rotation system" for teachers requires full-time teachers within the mobility range to exchange job rotation or support teaching once every 6 years. Coincidentally, the Regulations on Social Construction in Shenzhen Special Economic Zone (Draft for Comments) also clearly proposes to implement the management mode of enrollment and running schools in university areas and establish a teacher exchange system in compulsory education schools. Compulsory education schools are required Teacher rotation Its purpose is to reasonably allocate educational resources and optimize educational structure.
The rotation of teachers in compulsory education schools is conducive to building a high-quality and balanced public education service system, introducing high-quality education resources to ordinary schools and the growth of young teachers.
In some areas, activities such as job rotation and teaching assistance have been carried out for many years, but the results have not reached the expectations, because teacher exchanges have become formalism.
First of all, the personnel determined that they violated the original intention of exchange job rotation. In some schools, job rotation has become a punishment. When the school determines the job rotation personnel, it is not based on the objective reality, but on the wishes of the leaders. Teachers who are not pleasing to the leaders, who are not close to the leaders, and who do not have good results in the unified examination will often become the first choice. If exchange and job rotation are regarded as punishment, teachers are bound to work in other schools with emotion and affect the teaching effect.
Secondly, the competition between schools is fierce, and famous teachers help teaching in name only. At present, the competition between schools is still very fierce. Famous teachers are the golden signboard of the school, and they are also a sharp weapon for the school to attract high-quality students. Therefore, school leaders generally do not send outstanding teachers to foreign schools for rotation and teaching assistance. Even if famous teachers are sent to other schools, their demonstration and leading role will be greatly reduced due to the influence of working environment, teaching atmosphere, students' habits and abilities and other factors.
Thirdly, teacher rotation is too frequent, which is not conducive to the stable development of teachers and students. If teachers are changed frequently, students will have to constantly adapt to new teachers, which will inevitably affect the learning effect. At the same time, teachers need a stable working environment to realize their educational ideals, carry out teaching reform experiments, and achieve professional growth. Frequent teaching assistance will affect teachers' professional development.
Finally, too frequent job rotation will put the assisted schools in a dilemma. Too frequent job rotation will increase the management difficulty of the assisted schools. How to arrange posts and tasks and how to manage the assisted teachers will test the wisdom of the assisted school managers.
The original intention of implementing the teacher rotation system is good, but there are still many loopholes in the implementation process. To plug these loopholes, we need institutional constraints, and also need schools to strengthen management, fully tap the potential of teachers, so that they can shine in their jobs.
