On March 13, 2024, in the column "Teachers Say New Words" in the "Teacher Daily", I read an article written by teacher Wang Wenhua entitled "The evaluation of rural primary and secondary school teachers' titles should not be tilted towards teaching seniority", and I was quite emotional.
In view of the phenomenon that "in recent years, a considerable number of teachers on the Internet have called for 30 years of teaching experience and direct recognition of senior professional titles", and introduced the "3010" policy of Jilin Province for the evaluation of professional titles, pointing out that many places such as Ningxia, Gansu, and Henan have also issued similar documents, and put forward their own views after putting forward the reasons for agreeing: the innovative title evaluation system is worth advocating, but it should be carried out within the framework of relevant regulations, and cannot be tilted towards a certain group at will. Based on three documents, including the Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform of the Construction and Reform of the Teacher Team in the New Era, he pointed out that although these policy documents encourage and support innovative teacher title evaluation measures in various places, they do not put forward the requirement that teaching experience can be "moderately preferred" or "fully cared for". All localities should profoundly comprehend the spirit of the policy documents, avoid the phenomenon of "teaching age only" in the recognition of primary and secondary school teachers' positions, and further express their attitude: Although the relevant local documents are not "teaching age only", there is a situation of emphasizing teaching age, and there is a possibility of moving towards "teaching age only", and this phenomenon deserves attention.
He pointed out with a heart full of sorrow: This phenomenon deserves attention. "Teaching seniority" will give rise to those who take the initiative to "lie flat" and those who wait passively, which is not conducive to the growth of young teachers, and may lead to the weakening of the overall quality and ability of rural teachers, thereby affecting the high-quality development of rural education. Then, to do a good job in the innovation of rural teacher title evaluation measures in the new era, the local government put forward three requirements for the establishment of new systems and new mechanisms: First, adhere to the standard and put an end to downgrading or increasing the code. The second is to implement policies by category to motivate backbone and young people. The third is to strengthen the assessment and improve the employment and performance of duties.
Judging from the tone of the text, Mr. Wang should have a certain status, he is really not particularly concerned about rural education, and always pays attention to the development and changes of relevant policies in rural education. However, as a rural grassroots teacher, I do not fully agree with Mr. Wang's views.
Let's start with two stories about rural teachers. One is a few teachers chatting between classes, some teachers talked about the "3010" policy of Jilin Province, a teacher sighed and said: "It's not a question of teaching age or age, the main thing is that everyone has worked together for many years, and the contributions are almost the same. People do have outstanding contributions, regardless of teaching experience or age, we have no opinion on the promotion of professional titles. "The other is that there is a homeroom teacher who teaches mathematics very well, once told me: she has been working for nearly 30 years, teaching physics for more than 10 years, and then has been teaching mathematics, but the evaluation of the title needs to prepare all the language materials, she teaches mathematics or physics every year, and also prepares her own Chinese lesson plans, waiting for the opportunity to be rated as advanced.
I would like to express my views on the three requirements put forward by Mr. Wang one by one.
First, it is about adhering to standards and putting an end to downgrading and increasing the code. What is the "standard"? Of course, Mr. Wang thinks that it should be a superior document. Yes, the superiors do have documents, but the documents are constantly changing. When the author first started teaching, the title has not been reformed, and the evaluation title is formulated by the school itself, and the standard is different from year to year, for example, a provincial paper, last year can add 30 points, this year may only add 10 points or 1 point at all, so who has the final say in the evaluation of the title, everyone knows.
Now, after the reform of professional titles, the standards are uniformly designated by the superiors, and the schools follow them, but they have become only "standard" theories, basically without considering the actual situation. The lack of autonomy in schools has also led to prominent contradictions, and sometimes some of the school's work is not well organized, and there are some rifts within the teachers. I once heard such an example: a school evaluation title needs to copy materials, a teacher forgot to take out a certificate from the photocopier after the operation, and when he remembered to look for it again, he found that it was torn into pieces and thrown into the garbage basket. I still don't believe that such a thing could happen to teachers, but when the evil of human nature is stimulated, it may be.
In the past, network technology was not developed, and some people had the audacity to successfully go ashore through "fraud". Now the check is strict, no matter how many years of teaching, the diploma has to go to school information network to check and self-prove, so the comparison standard is more absurd, and "making the truth" has appeared. It is said that in a certain year, a teacher took out a bunch of papers, topics and professional books, and said to other competitors: I am looking for someone to do these things on my behalf, and it cost more than 10,000 yuan, and I generously admit that everyone does not need to question it anymore. But as long as you can dare to say that everything you have provided has actually been done that way, I will withdraw from it. He eventually made it ashore as well. Relying on the professional title of teachers, a relatively mature industrial chain has been formed.
Teacher title evaluation standards can not be completely connected with the actual reality of the school, like the above teacher whose qualification certificate and diploma are in Chinese, although she actually teaches physics or mathematics, the standard of "several certificates unified" alone makes her have to engage in education and teaching work, which makes people sad and helpless. Moreover, the evaluation criteria are still changing frequently, and it is only at the beginning of the evaluation work that the teachers find that they have changed, and the time is short, and the start time of the annual evaluation title is not fixed. Therefore, not to mention the problem of downgrading and increasing the weight, from the point of view of the "only standard" article, the evaluation of teachers' titles deviates from the provisions of seeking truth from facts, and the original "only standard" is to consolidate the credibility, but because of the fraud and the real can not be prevented, and the evaluation of many honors not only has index restrictions, it is easier to be intercepted, and it is difficult for grassroots teachers to obtain, resulting in more monks and less porridge, but it damages the credibility. Therefore, as the first teacher lamented, the desire of rural grassroots teachers for "3010" is based on the practical care for the grassroots and the desire for fairness. Which people are easier to be promoted, everyone who understands understands.
The second category of policies is to motivate the backbone and with the youth. I couldn't agree more. With the development of education modernization, young backbone teachers should become the main force in education development, and those who have made outstanding contributions to education should be allowed to enjoy due treatment and honor, and the promotion of professional titles can also be considered limited, so that they can become the leaders of education development.
However, for teachers of the upper age, they should also consider that their youth are contributing to education, and implement policies by category, new policies for newcomers, and more care for the elderly, according to "3010" Policy to calculate: even if the old teachers are originally graduated from middle school, about 20 years to work, 30 years of teaching experience is more than 50 years old, plus 10 years of first-level intermediate post requirements, can be in the job is basically about to retire, to give them a direct promotion to senior titles, for them can rise the number of wages is no longer significant, they want more a sense of honor and belonging, is a kind of affirmation of their lifelong teaching. If you want to classify policies, I think "3010" is not enough, for teachers who have worked as class teachers for 25 years or as class teachers for 20 years and have not violated the teacher's moral standards, they can also consider directly promoting to the first-level title.
Article 3: Strengthen evaluations and improve employment and performance of duties. Not to mention, through the above calculations, the "3010" condition is actually an incentive policy for lifelong teaching, and teachers who are promoted through this way basically leave education immediately, which means little to them. As for Mr. Wang's worries about the detriment to the growth of young teachers, basically there will be no problem, as long as he can insist on seeking truth from facts and making the evaluation more fair and just, as long as he has invested in the arms of education, few will think of lying flat and waiting for 30 years to become a senior student. In rural schools, even teachers who are close to retirement and have not been promoted to senior titles may have a difficult time walking, but as soon as they step onto the podium, their eyes are shining, and their enthusiasm is not diminished, and they strive to stand on the last shift. As for the impact on the high-quality development of rural education, it is impossible to talk about it.
In fact, it is not difficult to solve the problem of falsification or falsification of teachers' professional titles, and when formulating, there should be more research, more explanations and explanations in special circumstances, and the actual situation should be fully realized, starting from the more conducive to the development of education and the growth of teachers, and many contradictions and problems will be solved. I'm afraid that some non-grassroots personnel will hold a few documents and give advice, which will chill the hearts of rural teachers. Education rejuvenates the country, this is an era of doubt, but also an era of need to stick to faith, please give more warmth and affirmation to the 30 years of old teachers who have adhered to rural education.
Once discussed the problem of the fraud of the class teacher in the teacher's title, one person said: If you want to verify this, it is very simple, the class teacher has the performance of the class teacher, as long as you check the performance salary book of the year it provides, it is clear at a glance, and you do not need to provide any information. Therefore, there are high-ranking people among the masses, as long as the wisdom of the people is gathered, I believe that the evaluation of professional titles will not make teachers so entangled.
(I don't know who Mr. Wang is, what kind of work he is engaged in, just talk about some of my own views on this article, and I hope Mr. Wang's understanding of the inappropriateness, let us pay attention to rural education together, and contribute wisdom and strength to help rural revitalization)
