合理調整我國教師政策價值取向初探

Adjusting Value Orientation of China’s Teacher Policy Reasonably

總結歷史經驗教訓，分析新世紀新階段社會政策經濟文化深刻變革，適時地調整我國教師政策價值取向十分必要。當前我國教師政策價值取向應進行三個分面的調整：教師社會價值定位從階級定位向職業定位轉變、教師政策價值標準從幹部標準向人才標準轉變、教師政策價值追求從加強管理向促進發展轉變。合理調整我國教師政策價值取向操作層面的四個途徑方法：確立”四個尊重”的社會主流價值導向、實行教師政策職能機構的相對專門化和人員的專業化、建立開放互動的教師政策制定系統、建立和完善教師政策評價制度。

It’s very necessary for us to sum up the historical experience and lesson， to analyze the social， political， economic and cultural changes in the new century， and to adjust our value orientation of teacher policy reasonably. Currently， the value orientation of China’s teacher policy should be adjusted in the following three aspects: Teacher’s social value orientation is changed from class orientation to occupation orientation; The value criterions of teacher policy are changed from cadre criterion to talent criterion; the value pursuit of teacher policy is changed from strengthening supervision to enhancing development. There are four approaches to adjust our value orientation of teacher polity: first， establishing main value orientation which is called “four respects”; second， specializing institutions for teacher policy; fourth， establishing and perfecting evaluation system for teacher policy.