Research On The Burden Reduction Policy Of Primary And Secondary School Teachers In Britain In The 21st Century

In the 21 st century,all countries in the world have entered a new stage of development.As the so-called national plan,education is the foundation.Education is a necessary force to enhance a country’s scientific and technological development level and comprehensive national strength,and teachers play a pivotal role in education.It undertakes the important task of cultivating talents of the times.At the same time,the role of teachers is also changing with the social and economic development and educational reform,which increases the workload of teachers,and even leads to a series of problems such as teacher burnout and teacher turnover,which further affects the development of education and teaching.Negative Effects.Therefore,actively taking measures to reduce the burden of teachers and solving the problem of excessive teachers’ burden has become a key step for the smooth development of current education work,reducing the burden on students,and cultivating new talents in the new era.It is also an important driving force for promoting the development of education.Since the beginning of the 21 st century,the United Kingdom has been focusing on implementing the "Teacher Burden Reduction" project.From this,it has concluded different problems and corresponding countermeasures for primary and secondary school teachers in schools,and has accumulated rich experience in the implementation of teacher burden reduction.Therefore,this research focuses on exploring the relevant policies of reducing the burden of teachers in the United Kingdom.Based on the analysis of its historical background,key content,implementation mechanism,characteristic analysis and its enlightenment,it compares it with the work of reducing the burden of teachers in my country,in order to provide information for the follow-up of my country.Provide constructive comments on relevant research and development.The main body of this study consists of five parts.The first part mainly expounds the evolution of the policy of reducing the burden of teachers in the UK since the 21 st century.First,in the early 21 st century,the work of reducing the burden of teachers in primary and secondary schools in the UK kicked off,and then the Cameron government launched the second wave of reducing the burden on teachers in primary and secondary schools.,and in the Theresa May government,the United Kingdom has opened a new round of policy formulation for reducing the burden on primary and secondary school teachers.The second part is an in-depth excavation of the key content of the British teacher burden reduction policy.Specifically,it starts from three representative policies of British primary and secondary school teachers’ burden reduction to interpret and summarize the detailed content.The core content is to formulate teacher work.standards,strengthening the responsibility management of the leadership,and improving the content of new teacher education.The third part is an analysis of the implementation mechanism of the British primary and secondary school teachers’ burden reduction policy in the 21 st century.The first is to explore the allocation of teachers’ work time and determine the degree of negative.In order to understand the workload of teachers,the British Ministry of Education has carried out separate management Several investigations have been carried out from the perspective of the teacher,the perspective of teachers and the perspective of the school;the second is to implement multistrategy burden reduction actions and build a tripartite linkage mechanism,aiming to carry out the related work of reducing the burden of teachers through the three dimensions of government action,school support and support for teachers’ professional development.initiatives;and then reforming the teacher human resources system to promote teacher professional development.Faced with the increasing number of students in primary and secondary schools in the UK and the high rate of job-hopping among young teachers,the UK Ministry of Education has formulated policies and measures for teacher recruitment and retention;finally,it is based on evidence-based practice in schools to evaluate the effectiveness of the burden reduction policy.After the development and implementation of the teacher burden reduction policy,it must be supplemented by appropriate measures,so that the implementation effect of the teacher burden reduction policy can be truly seen and the relevant measures can be further improved according to the feedback.The fourth part focuses on the analysis of the characteristics of the British primary and secondary school teachers’ burden reduction policy in the 21 st century.The first is to clarify the focus of teachers’ burden reduction and highlight the necessity of teachers’ work.The British government first identified three important tasks for reducing teachers’ burdens,and identified the main factors and responsible subjects of teachers’ work pressure according to the main target range.Second,it improved the content of teacher training and emphasized the effectiveness of teacher training.The British government is committed to taking the work of reducing teachers’ burden as a strategic position and an important measure in the construction of the teaching staff,and clearly pointed out that successfully facing the challenge of teachers’ workload is not only the key to improving the attractiveness of teachers’ career,but also the focus of building a dedicated and efficient teaching team;Once again,it is a work that abandons formalism and emphasizes the auxiliary role of teaching assistants.The existence of teaching assistants enables teachers to make more reasonable use of their working time and improve teaching quality;finally,the use of educational information technology highlights the diversity of online educational resources.In the provision of external auxiliary conditions,the British Ministry of Education sees the significance and value of the existence of influential information technology means and network platforms in the world,aiming to use related technologies to transform school teachers from programmed mechanical work.It also fully empowers the improvement of the quality of teachers.The fifth part is the enlightenment part of this research.Combining with the survey reports on teachers’ work in the UK in recent years,it can be concluded that the average working hours of primary and secondary school teachers in the UK have decreased,the weekly teaching hours are basically the same,and the teachers who think that the workload is very serious have dropped significantly.However,there are also deficiencies and experiences worthy of reflection in this process,such as frequently changing policies and reforms.Therefore,based on the comparative analysis of the policy of reducing the burden of primary and secondary school teachers in the UK in the21 st century,it dialectically puts forward enlightenment for the further development of the work of reducing the burden of primary and secondary school teachers in my country.Following the example of the United Kingdom,an investigation team was established,which was specially responsible for examining the burden of primary and secondary school teachers,and provided successful cases worthy of reference and reference for primary and secondary schools throughout the country.The task of reducing teachers’ burden is placed in the macro-strategic layout of the construction of the teaching team,and a solid step is taken to reduce the burden of teachers;then,the awareness of teachers’ role is reshaped and the system of teaching assistants is introduced.Realize the transformation of teachers’ self-value concept,rationally position their social roles,and supplement them with external support strategies;finally,leverage intelligent educational technology to fully empower teachers to develop.Make full use of modern intelligent technology to provide convenience for teachers’ teaching,help teachers’ teaching innovation,and meet teachers’ personalized needs.