Research On Teacher 's Incentive Mechanism In Junior Middle School History

From the 1960s to 1970s, the education circle of European countries and the United States began to pay attention to the formation and development of school-based educational research, and Chinese educational workers also gradually engaged themselves into this field after the year 1979. Therefore, the school-based educational research has gradually become the important subject in the development and reform of basic education in China. How to stimulate teachers to dedicate themselves in the school-based educational research through operational incentive mechanism remains a problem lacking in certain attention, especially the subject of history. At present, the due role of history subject in the current middle school teaching has also been ignored. The history subject has gradually become a "borderline discipline", and both the teaching and learning between the teachers and students have become the victims of the "examination-oriented education", while the knowledge impartment and the cultivation of ability, emotion, attitude and values concerned in the middle school history teaching are only confined to curriculum standards on paper. It is important to know that the history subject is a social science. It pays more attention to the cultivation of students’ historical thinking, which requires that the middle school history teachers should have excellent professional accomplishment.In this paper, the degree of participation in school-based researches of high school history teachers of different genders, ages, school ages, and education backgrounds is acquired with the teaches in historical school-based researches as the research object based on the incentive mechanism theory and school-based research theory, and investigation is conducted with the questionnaire method. The data acquired is analyzed with the spss19.0 software, meanwhile, high school history teachers are interviewed in open way. According to the investigation, it is considered that there are mainly the following problems in the historical school-based researches of high school in Yangzhou:the school protection consciousness is too strong, and there is a lack of cooperation and communication; The historical school-based researches pay too much attention to materials and neglect the academy, and there are deviations in the guidance of management policy. Established on the practical conditions of the school, the author puts forward four main strategies for improving the teacher inventive mechanism in the school-based researches, for instance, promoting the launch of school-based researches in target encourage means, establishing the example guidance mechanism, paying attention to the internal emption and focus on the spiritual incentive, and creating thick academic atmosphere. In this way, middle school history teachers may be engaged in the school-based researches enduringly and wholeheartedly. This paper aims to make the incentive mechanism that may strengthen the motivation of school-based research among the history teachers through the status investigation and problem analysis of the current incentive system, thus to further improve the professional development level of high school history teachers, and inspire their enthusiasm in school-based researches. In this way, they may be equipped with excellent teaching skills, as well as certain research ability, and integrate the teaching and study completely.