Content Analysis Of The Policy On Evaluation Criteria For Full And Senior Titles Of Primary And Secondary School Teachers

Through a review and analysis of the policy text on senior evaluation standards for primary and secondary school teachers,we understand the overall situation of senior evaluation standards for primary and secondary school teachers and discover the characteristics of senior evaluation standards for primary and secondary school teachers.At the same time,using the method of policy content analysis theory,it identifies the problems of the current evaluation criteria for primary and secondary school teachers at the senior level,and proposes corresponding countermeasures to address the problems,so as to provide ideas for further reform of the evaluation criteria for primary and secondary school teachers at the senior level.The analysis of the evaluation policy of the senior title of primary and secondary school teachers provides a theoretical basis for the reform of the title of primary and secondary school teachers in the new phase of China.This study has the following main contents.Firstly,relevant literature is collected and collated,relevant concepts are defined,and research categories are established in terms of teacher moral quality,educational and teaching work performance,educational and teaching work methods,and front-line practical experience in education and teaching,while the theoretical basis of motivation theory,teacher professional development theory,teacher human resource management theory and education policy analysis theory is used as the theoretical framework for the thesis.Literature,questionnaire and interview methods were used to analyse the content of the policy.Secondly,the policy text was analysed and collated,the scope of the assessment criteria was determined,and the analysis criteria of the policy content were established.Then,based on the constructed analysis criteria,the relevant policy content was analysed in depth.Through the analysis of the questionnaire and the results of the interviews,the problems of the policy on the evaluation criteria for senior titles of primary and secondary school teachers so far were identified,and the main deficiencies were: firstly,the definition of the evaluation criteria for teacher moral qualities needed to be refined,and there were not enough hard indicators.Secondly,the assessment of educational and teaching performance is too one-sided.The dissertation requirement is unreasonable for some teachers,as well as the blurred boundary between the criteria for teaching positions and management positions.Thirdly,the evaluation criteria for educational teaching methods are insufficient and the acceptance criteria are inadequate.Fourth,there are problems with the ability and practice of front-line practical exp erience in education and teaching.Finally,based on the shortcomings found,suggestions for improvement are made.Firstly,define clear and perfect standards of teacher quality and set specific and perfect indicators for evaluating teacher quality.Second,set comprehensive evaluation criteria for educational and teaching performance,change the status quo of thesis-oriented evaluation criteria,and set diversified evaluation rules.Thirdly,set up scientific evaluation criteria for educational and teaching methods and establish an evaluation information system.Fourthly,more emphasis should be placed on the examination of competence and practice level.