Research On The Development Of Head Teacher System In Primary And Secondary Schools In China (2006-2022)

The "homeroom teacher system",as a class management system,has played a significant role in improving the efficiency and quality of class management.In 2006,the "Opinions on Further Strengthening the Work of Class Teachers in Primary and Secondary Schools" was issued,which was the first policy document directly related to class teachers issued by the Ministry of Education since the new century.This further resolved the issues related to "class teachers" and "class teacher system",and thus opened a new stage of the development of class teacher system in primary and secondary schools in China.Based on this,this study takes 2006 as the starting point and mainly uses literature research,historical research,comparative research,and survey research methods to sort out the development and evolution of China’s primary and secondary school homeroom teacher system from 2006 to 2022.It summarizes the characteristics of its development and evolution,analyzes the problems presented in its development and evolution process,and proposes inspiration for the future of China’s primary and secondary school homeroom teacher system.This study mainly consists of four parts:The first part is the introduction.Starting from the background of the topic selection,clarify the urgency and importance of improving and improving the homeroom teacher system in primary and secondary schools in China.At the same time,the core concepts of "class teacher" and "class teacher system" are also explained to ensure the accuracy of the research.In addition,this study also sorts out and analyzes the research related to "class teacher" and "class teacher system",attempting to grasp the current research situation of scholars on related issues,in order to lay the foundation for the smooth development of this study.The second part is a review of the development and evolution of the homeroom teacher system in primary and secondary schools in China from 2006 to 2022.Starting from the origin of the "homeroom teacher system",trace the formation and development of the "homeroom teacher system" in China,and provide theoretical support for the subsequent development of the "homeroom teacher system".Then,according to the time dimension,the development process of the class teacher system in primary and secondary schools in China from 2006 to 2022 is divided into three stages.Respectively: the standardized development stage of the homeroom teacher system in primary and secondary schools(2006-2009);The steady development stage of the homeroom teacher system in primary and secondary schools(2010-2017);The deepening development stage of the homeroom teacher system in primary and secondary schools(2018-2022).And analyze the development background of each stage,explore the influencing factors behind its development,and explain the specific manifestations in its development process.The standardized development stage of the homeroom teacher system in primary and secondary schools is mainly manifested in the improvement of the selection standards for homeroom teachers;Clarification of the responsibilities and tasks of the class teacher;Standardizing the assessment and evaluation of class teachers;The rise of class teacher job training.The steady development stage of the homeroom teacher system in primary and secondary schools is mainly manifested in the improvement of the quality of homeroom teacher selection and appointment;Increase in the responsibilities and tasks of the class teacher;Improving the assessment and evaluation of class teachers;Standardization of class teacher training work.The deepening development stage of the homeroom teacher system in primary and secondary schools is mainly manifested in the development of the selection and appointment of homeroom teachers;Deepening the responsibilities and tasks of class teachers;Refine the assessment and evaluation of class teachers;Optimization of class teacher training work.The third part is a summary of the development and evolution characteristics of the homeroom teacher system in primary and secondary schools in China.Mainly including: the value orientation of the homeroom teacher system gradually shifts to "education oriented";The various contents of the homeroom teacher system gradually adapt to social development;The development of the homeroom teacher system is closely related to the gradual improvement of policies;The development of the homeroom teacher system gradually reflects the relationship between teachers,students,and families with Chinese characteristics.The fourth part is a reflection on the development and evolution of the homeroom teacher system in primary and secondary schools in China.The development of the homeroom teacher system in primary and secondary schools in China has shown many gratifying achievements,but also exposed some problems,which have become constraints on the development of the homeroom teacher system in primary and secondary schools in China.The main problems include: the selection process for class teachers is flawed,and the selection standards have become distorted;The responsibility boundary of the class teacher is not clear,and the workload and benefits do not match;The homeroom teacher’s evaluation emphasizes results over processes,and the evaluation methods and indicators are single;The pre employment training of class teachers is relatively weak,and the level of post employment training is not clear.Then,by analyzing the problems in the development and evolution of the homeroom teacher system in primary and secondary schools in China from 2006 to2022,this paper proposes inspiration for the future development of homeroom teacher system in primary and secondary schools in China.Mainly including: optimizing the selection process of class teachers,breaking down barriers to class teacher selection;Consolidate the responsibility boundaries of class teachers and promote the matching of their job and salary;Establish a scientific assessment system for class teachers to stimulate their enthusiasm for work;Strengthen the pre job training of class teachers and divide the levels of post job training.