Teacher in-book phenomenon refers to a series of negative phenomena caused by excessive competition among teachers. Teacher development faces many difficulties. The workload of teachers in is increasing, but it has not made the teacher's major achieve a qualitative leap. Repeating low-level cycles is difficult to achieve substantial breakthroughs, thus causing teachers to fall into the phenomenon of intravolume .
The manifestation of teacher intra-volume phenomenon
As the foundation of education and the source of education, teachers refer to the overall form of education. Analyze the manifestations of teachers' intra-book phenomena, so as to accurately grasp the symptoms and causes of teachers' intra-book phenomena, and then seek effective strategies to deal with teachers' intra-book phenomena.
Competition for professional title evaluation and appointment is fierce, and teachers' development is eager for quick success and instant benefits
Teacher's professional title system is a key system that concerns the vital interests of teachers in my country. It is a basic system that stimulates teachers' spiritual motivation, mobilizes teachers' enthusiasm, promotes teachers' professional development , and is a basic system that concerns the high-quality development of the teaching team. The professional title of a teacher is closely related to the professional level and quality of life of the teacher. In addition, the teacher’s professional title system is also an important measure for judging teachers’ abilities. It will increase teachers’ sense of honor in work, enhance teachers’ self-confidence in work, strengthen teachers’ enthusiasm for work, and enhance teachers’ sense of ownership. Therefore, the teacher’s professional title system is not only a material reward measure, but more of a spiritual incentive.
The original intention of establishing the professional title system was to improve teachers' enthusiasm for work and encourage teachers to promote professional development. However, during the implementation process, due to the limited number of professional title evaluation and appointments, the limited supply of resources formed a huge contradiction with the strong demand. In order to compete for quotas, many teachers gradually formed an improper competitive trend. Teachers participating in professional title evaluation tried every means to improve their competitive capital, such as speeding up teaching progress and paying too much attention to student performance, which greatly increased the original workload of teachers, invisibly increasing the burden on teachers. The essence of teacher title evaluation and appointment has gradually been alienated into "academic title title". In order to compete for the so-called title, teachers distort the original intention of competition. Improper competition and undercover operations have gradually appeared in the teacher group: some teachers are fighting openly and secretly for professional title promotion, and are in a state of fatigue competition, but the quality of teaching has not been improved, and the workplace of teaching and educating has become a world of fame and fortune for fame and fortune; while some teachers feel that there is no hope of promotion and choose to lie down, both of which deviate from the original intention of education and teaching.
Teaching investment is increasing continuously, and teaching quality is difficult to improve
Teachers' teaching investment is the sum of the time, energy and emotions invested by teachers in educational and teaching activities.
First of all, it is difficult to measure the teaching investment of teachers. In addition to the time they invested on normal working days, some work needs to be completed after get off work. There is no clear dividing line for teachers' working hours. The burden on teachers continues to increase, and they are very physically and mentally exhausted. In this case, teachers' professional development is relatively hindered, and teaching quality is difficult to significantly improve. Secondly, teachers need to invest a lot of energy in teaching work, and daily work such as lesson preparation, classroom teaching, and homework correction require a lot of energy. In addition, teachers also have to deal with many tasks that are not related to education and teaching.
Teachers have invested a lot of energy in teaching activities, but the time, energy and emotions they invest are often not proportional to the results of their output, which is disappointing. Many teachers said that various heavy tasks have made teachers feel bored and coping, and teaching and education work has been greatly affected. Finally, teachers' emotional investment in teaching is conducive to improving teachers' professional enthusiasm and sense of professional mission. Only teachers who invest more emotions in teaching activities can become a good teacher with professional ideals, noble moral sentiments, and benevolent hearts, and generate more teaching motivation and enthusiasm, promote the professional development of teachers, and thus improve the quality of teaching.However, the emotions of teachers who are trapped in the phenomenon of intra-volume are gradually deserted, the original enthusiasm for education and work ideals are gradually dissipated, the teacher's emotions are gradually exhausted, and the teaching efficiency is gradually reduced, which ultimately leads to a continuous increase in education investment, but it is difficult to improve the quality of teaching.
Negative emotions are becoming increasingly prominent, and teachers lack endogenous motivation
Compared with other industries, the continuity and complexity of teachers' work determine that it will become a profession with high emotional consumption.
The continuity of teacher work is reflected in the lack of strict shift time for teachers' work. Teachers should constantly understand students' learning status, timely understand the results of education and teaching, and obtain feedback on education and teaching, in order to make sufficient preparations for the new round of education and teaching activities. The complexity of teacher work is reflected in the purpose of teacher work to cultivate people with comprehensive development of morality, intelligence, physical fitness, aesthetics and labor. Teachers’ work tasks are diverse and teachers’ labor objects are different. In addition, teachers also have to bear heavy social expectations and public opinion pressure, and bear unimaginable mental and physical pressure. Various negative emotions will arise, such as anger, depression, loss, anxiety, etc.
When teachers cannot vent their negative emotions, their work will be affected. The teachers are in a low mood for a long time, their body and mind are in a state of extreme fatigue, and they have lost confidence and enthusiasm for everything and things at work. The teacher’s body and mind cannot be stretched, and the coping thoughts are gradually revealed in the teacher’s mind and behavior, and the endogenous motivation is insufficient.
"Teacher's Endogenous Motivation" refers to the active desire generated by teachers in the education and teaching process to continuously improve themselves and pursue high-quality education and teaching. " The endogenous motivation of teachers is mainly reflected in the teachers' lofty professional sentiment, strong sense of social responsibility and positive attitude towards education and teaching. It will generally become the spiritual pursuit of teachers and sublimate into the belief of teachers' professional ethics , which inspires teachers to continuously improve themselves and put them into educational and teaching practice. When teachers experience negative emotions such as anxiety, shame, grievance, and anger, it will directly affect the teachers' work enthusiasm and produce a negative attitude to cope with work. The motivation for the ensuing endogenous development will be relatively scarce.
The negative emotions of teachers are becoming increasingly prominent, Insufficient motivation for natural development, this negative emotion has a destructive force in the educational career. In the education and teaching process of teachers, it is increasingly manifested as perfunctory negative attitudes, coping with the breeding and spreading of ideas. has been surrounded by negative emotions for a long time, causing teachers to show burnout and depression anytime and anywhere, and face difficulties in the development of teachers. They gradually move towards the path of programmatic education and teaching, nihilism , and it is difficult to achieve breakthrough development, and professional development is trapped in the involution.
Teachers have significant professional dependence, and the significance of educational practice is attenuated
In the concepts of many teachers, one of the characteristics of teachers' work is repetitiveness. Teachers' teaching is to pass on the research results of predecessors to students and impart indirect experience in books to generations of students. Teaching is to repetitively repeat existing activities to a large extent. Teachers who hold this view will be imprisoned in procedural and regular path dependence, so they lack rational thinking and lack subjective consciousness. Many teachers often repeat mechanical labor in the teaching process and are willing to act as a deficit. Machines with life but no emotions will eventually lose themselves and lose themselves in the involuntary phenomenon.
Educational practice is the real basis for teachers to realize their professional value and reflect the value of individual life. When the "professional dependence" disease becomes more and more significant, then the teacher's educational practice will gradually lose its meaning, and the individual professional value and even the value of life will not be realized. However, in educational practice, many teachers are always accustomed to mechanically repeat, dogmatically imitate, rigidly abide by standards, faithfully execute, and blindly pursue standard answers and the completion of teaching tasks, obsessed with fixed teaching procedures. Teacher in-book phenomenon refers to a series of negative phenomena caused by excessive competition among teachers. Teacher development faces many difficulties. The workload of teachers in is increasing, but it has not made the teacher's major achieve a qualitative leap. Repeating low-level cycles is difficult to achieve substantial breakthroughs, thus causing teachers to fall into the phenomenon of intravolume . The manifestation of teacher intra-volume phenomenon As the foundation of education and the source of education, teachers refer to the overall form of education. Analyze the manifestations of teachers' intra-book phenomena, so as to accurately grasp the symptoms and causes of teachers' intra-book phenomena, and then seek effective strategies to deal with teachers' intra-book phenomena. Teacher's professional title system is a key system that concerns the vital interests of teachers in my country. It is a basic system that stimulates teachers' spiritual motivation, mobilizes teachers' enthusiasm, promotes teachers' professional development , and is a basic system that concerns the high-quality development of the teaching team. The professional title of a teacher is closely related to the professional level and quality of life of the teacher. In addition, the teacher’s professional title system is also an important measure for judging teachers’ abilities. It will increase teachers’ sense of honor in work, enhance teachers’ self-confidence in work, strengthen teachers’ enthusiasm for work, and enhance teachers’ sense of ownership. Therefore, the teacher’s professional title system is not only a material reward measure, but more of a spiritual incentive. The original intention of establishing the professional title system was to improve teachers' enthusiasm for work and encourage teachers to promote professional development. However, during the implementation process, due to the limited number of professional title evaluation and appointments, the limited supply of resources formed a huge contradiction with the strong demand. In order to compete for quotas, many teachers gradually formed an improper competitive trend. Teachers participating in professional title evaluation tried every means to improve their competitive capital, such as speeding up teaching progress and paying too much attention to student performance, which greatly increased the original workload of teachers, invisibly increasing the burden on teachers. The essence of teacher title evaluation and appointment has gradually been alienated into "academic title title". In order to compete for the so-called title, teachers distort the original intention of competition. Improper competition and undercover operations have gradually appeared in the teacher group: some teachers are fighting openly and secretly for professional title promotion, and are in a state of fatigue competition, but the quality of teaching has not been improved, and the workplace of teaching and educating has become a world of fame and fortune for fame and fortune; while some teachers feel that there is no hope of promotion and choose to lie down, both of which deviate from the original intention of education and teaching. Teachers' teaching investment is the sum of the time, energy and emotions invested by teachers in educational and teaching activities. First of all, it is difficult to measure the teaching investment of teachers. In addition to the time they invested on normal working days, some work needs to be completed after get off work. There is no clear dividing line for teachers' working hours. The burden on teachers continues to increase, and they are very physically and mentally exhausted. In this case, teachers' professional development is relatively hindered, and teaching quality is difficult to significantly improve. Secondly, teachers need to invest a lot of energy in teaching work, and daily work such as lesson preparation, classroom teaching, and homework correction require a lot of energy. In addition, teachers also have to deal with many tasks that are not related to education and teaching. Teachers have invested a lot of energy in teaching activities, but the time, energy and emotions they invest are often not proportional to the results of their output, which is disappointing. Many teachers said that various heavy tasks have made teachers feel bored and coping, and teaching and education work has been greatly affected. Finally, teachers' emotional investment in teaching is conducive to improving teachers' professional enthusiasm and sense of professional mission. Only teachers who invest more emotions in teaching activities can become a good teacher with professional ideals, noble moral sentiments, and benevolent hearts, and generate more teaching motivation and enthusiasm, promote the professional development of teachers, and thus improve the quality of teaching.However, the emotions of teachers who are trapped in the phenomenon of intra-volume are gradually deserted, the original enthusiasm for education and work ideals are gradually dissipated, the teacher's emotions are gradually exhausted, and the teaching efficiency is gradually reduced, which ultimately leads to a continuous increase in education investment, but it is difficult to improve the quality of teaching. Compared with other industries, the continuity and complexity of teachers' work determine that it will become a profession with high emotional consumption. The continuity of teacher work is reflected in the lack of strict shift time for teachers' work. Teachers should constantly understand students' learning status, timely understand the results of education and teaching, and obtain feedback on education and teaching, in order to make sufficient preparations for the new round of education and teaching activities. The complexity of teacher work is reflected in the purpose of teacher work to cultivate people with comprehensive development of morality, intelligence, physical fitness, aesthetics and labor. Teachers’ work tasks are diverse and teachers’ labor objects are different. In addition, teachers also have to bear heavy social expectations and public opinion pressure, and bear unimaginable mental and physical pressure. Various negative emotions will arise, such as anger, depression, loss, anxiety, etc. When teachers cannot vent their negative emotions, their work will be affected. The teachers are in a low mood for a long time, their body and mind are in a state of extreme fatigue, and they have lost confidence and enthusiasm for everything and things at work. The teacher’s body and mind cannot be stretched, and the coping thoughts are gradually revealed in the teacher’s mind and behavior, and the endogenous motivation is insufficient. "Teacher's Endogenous Motivation" refers to the active desire generated by teachers in the education and teaching process to continuously improve themselves and pursue high-quality education and teaching. " The endogenous motivation of teachers is mainly reflected in the teachers' lofty professional sentiment, strong sense of social responsibility and positive attitude towards education and teaching. It will generally become the spiritual pursuit of teachers and sublimate into the belief of teachers' professional ethics , which inspires teachers to continuously improve themselves and put them into educational and teaching practice. When teachers experience negative emotions such as anxiety, shame, grievance, and anger, it will directly affect the teachers' work enthusiasm and produce a negative attitude to cope with work. The motivation for the ensuing endogenous development will be relatively scarce. Competition for professional title evaluation and appointment is fierce, and teachers' development is eager for quick success and instant benefits
Teaching investment is increasing continuously, and teaching quality is difficult to improve
Negative emotions are becoming increasingly prominent, and teachers lack endogenous motivation
The negative emotions of teachers are becoming increasingly prominent, Insufficient motivation for natural development, this negative emotion has a destructive force in the educational career. In the education and teaching process of teachers, it is increasingly manifested as perfunctory negative attitudes, coping with the breeding and spreading of ideas. has been surrounded by negative emotions for a long time, causing teachers to show burnout and depression anytime and anywhere, and face difficulties in the development of teachers. They gradually move towards the path of programmatic education and teaching, nihilism , and it is difficult to achieve breakthrough development, and professional development is trapped in the involution.
Teachers have significant professional dependence, and the significance of educational practice is attenuated
In the concepts of many teachers, one of the characteristics of teachers' work is repetitiveness. Teachers' teaching is to pass on the research results of predecessors to students and impart indirect experience in books to generations of students. Teaching is to repetitively repeat existing activities to a large extent. Teachers who hold this view will be imprisoned in procedural and regular path dependence, so they lack rational thinking and lack subjective consciousness. Many teachers often repeat mechanical labor in the teaching process and are willing to act as a deficit. Machines with life but no emotions will eventually lose themselves and lose themselves in the involuntary phenomenon.
Educational practice is the real basis for teachers to realize their professional value and reflect the value of individual life. When the "professional dependence" disease becomes more and more significant, then the teacher's educational practice will gradually lose its meaning, and the individual professional value and even the value of life will not be realized. However, in educational practice, many teachers are always accustomed to mechanically repeat, dogmatically imitate, rigidly abide by standards, faithfully execute, and blindly pursue standard answers and the completion of teaching tasks, obsessed with fixed teaching procedures. When teachers are confined to simple and repetitive educational practices, teachers' professional enthusiasm and passion for life gradually disappear in the "industrial assembly line", and it is difficult for teachers to realize their professional value and meaning of life in educational practice.
Response to the phenomenon of teachers' intra-volume
- Reconstruct the identity of teachers, and the subjective existence reflects
(1) Listen and express
Current teachers develop themselves. Teachers are often in a state of aphasia due to being restricted, so they often "forgot" or "ignore" themselves, mistakenly regard "the self given by the outside world" as the "self", and replace the voice given by the outside world to the teacher's voice. Teachers cannot express themselves freely, and the subjective meaning of teachers is gradually lost.
In the process of seeking self-identity, teachers should first listen to internal voices, stimulate their willingness to express themselves, and awaken their subjective consciousness of expressing their discourse. Teachers must realize that they are the subject with independent consciousness and the thoughtful subject who can express their words freely. Only by listening to themselves and expressing themselves can they truly grasp the meaning and value of the subject's existence.
The second is to improve the influence of teachers' discourse, fully affirm the value and significance of teachers' voices, listen to teachers' voices, adopt teachers' opinions, actively communicate with teachers, establish an equal dialogue relationship with teachers, and give high affirmation and encouragement to teachers' discourses expressed. These two levels follow the logic from the inside out, and prompt the teacher's subjective meaning to be constantly clarified, revealed and created in his voice. They are rooted in the human heart and are an inevitable choice to express themselves, show their personality, and reshape the meaning of the subject's existence.
(2) Reflection and self-consciousness
Teacher self-reflection is an effective operating mechanism for reconstructing teacher identity. Self-reflection will directly determine what kind of person the teacher will become and what kind of life he will live in the future, promoting teachers' self-development.
First of all, teachers should reflect on the ontological issues. Teachers should think ontologically about questions like "Who am I" and "What kind of person will I become", which will touch the depths of teachers' hearts and encourage teachers to achieve the integration of life and education and teaching. Therefore, teachers always need to constantly strengthen their self-reflection consciousness and concepts and conduct spiritual questions on the subjective meaning of teachers. Secondly, teachers should also reflect on technical level, such as teachers reflecting and questioning their own "how to improve teaching" and "how to promote teachers' professionalism". For example, teachers can reflect on their own educational and teaching practices by recording their own educational and teaching practices in daily educational and teaching activities, go through details and sort out logic.
Teachers’ reflection activities are not one-time. They should become teachers’ daily work and unconscious activities of teachers, which promotes normalization of reflection and self-consciousness, and turn teachers’ educational life into a reflective life.
(3) Personality and wisdom
The educational personality gradually formed by teachers in their educational work will help teachers stand out from the siege in external confinement, become unique individuals, and promote the generation and development of educational wisdom. Teachers who are trapped in the intra-volume are often accustomed to following established traditions and lacking innovations that keep pace with the times. The lack of teacher personality has become a normal state. Teachers are accustomed to replicating their daily educational and teaching activities in accordance with certain established procedures and rules, making the current state impossible to break and creating a vicious cycle, solidifying in old habits and customs, unable to see the personality, and unable to see the vivid vitality of the individual as the subject.
The shaping of teacher education personality is first based on the basis of being an independent individual, that is, whether the teacher is aware of the meaning of the existence of his own subject, whether he can reflect on the value of his own subject, and whether he can pay attention to the professional value and ontological value of teachers from the perspective of promoting the return of teachers' subjectivity, rather than regulating teachers' behavior with external authority. In addition, a good growth space should be built to return teachers' autonomy, promote the awakening of teachers' autonomy awareness, and release teachers' teaching personality.
- Improve the teacher evaluation system and stimulate the development momentum of teachers
Currently, the assessment of teacher evaluation is only a technical assessment for the purpose of achieving success and profit, mainly reflecting technical rationalism. On the contrary, the teacher evaluation system aimed at development is based on the evaluation concept of " Green Development " and the evaluation operation method that combines qualitative and quantitative evaluation. It focuses on the evaluation of teachers' subjectivity, innovation and uniqueness, enhances teachers' professional identity and professional happiness, thereby alleviating teachers' professional burnout.
(1) Promote the subject evaluation of teachers
Establish the subjective position of teachers in the evaluation system and promote the subjective regression of teachers. Establish a "teacher participation" teacher evaluation system to promote the development of teachers' personality, independence and creativity, stimulate teachers' sense of ownership, and let teachers become the initiative and participants of the evaluation system, rather than the judges of the evaluation system.
(2) Establish Green evaluation concept
Establish the teacher evaluation concept of "green concept" and fundamentally change the value concept of teacher evaluation. "The teacher evaluation system based on green concept advocates an innovative and advanced educational practice concept, reflects people-oriented educational values, and highlights a sustainable educational development concept." Teacher evaluation based on "green concept" takes the growth of teachers as the starting point, pays attention to humanistic care for teachers; advocates innovative evaluation of teachers, pays attention to teachers' innovation and development; based on teachers' future development needs, it not only focuses on teachers' recent utilitarian needs, but also promotes teachers' long-term development.
(3) Implement a multivariate evaluation method
breaks the quantitative evaluation method of the "five only" method. The "five only" quantitative evaluation method is too entangled in the quantitative form of numbers, completely ignoring the evaluation spirit that takes human growth as the purpose. Teachers' tired-like survival methods continue to grow, so how can they escape the fate of being inverted? Therefore, teachers' evaluation methods should be comprehensively optimized. Only quantifiable indicators cannot be examined. Indicators that cannot be accurately quantified must also be evaluated. Combining quantitative and qualitative evaluation indicators, and setting unique quantitative or qualitative evaluation methods based on the uniqueness of teachers.
- Change the school management concept and retain the space for teacher development
(1) Combining guidance and management
Establish a teacher-oriented management concept, change the management methods of teachers, give teachers enough space for independent development, and form a management concept that coexists with orderly and freely. Orderly and free democratic management ideas can draw inspiration from the thoughts of ancient Chinese Taoism, overcome hardness with softness, act without doing anything, and on the basis of following objective laws, follow the uniqueness of individuals and do what they do and what they do not.
The management system of the department system and rigid and strict management rules and regulations restrict the existence space of teachers and the main practice of teachers. Teachers are often unable to do or dare not do, and gradually enter the prescribed track of life. The creativity and agility of education are destroyed in the cage of institutionalization. In order to avoid the loss of meaning in the existence and practice of teachers, educational managers should change their management ideas, scientifically balance the dialectical relationship between action and inaction, and reasonably handle the nodes of flexible guidance and rigid management.
(2) Unification of democracy and reciprocity
The school management system should reserve a certain space for teachers to grow, create a democratic, free and proactive atmosphere, reduce the influence of discipline, standardization and institutionalization, and tend toward democratic and reciprocal management construction. The construction of democratic and reciprocal management is different from the authoritative and manipulative management. The authoritative and manipulative management simply and roughly interferes with the individual autonomy of teachers. It aims to achieve goals and focuses on mechanized management for teachers. The teachers' teaching wisdom and sense of educational mission gradually fade, and professional burnout comes with it. The management concept of democratized reciprocity focuses on creating an autonomous environment for teachers to promote the individual development of teachers. It aims to nurture teachers' subjectivity, focuses on humanistic care for teachers, and promotes the reshaping of people-oriented values in management. Therefore, for knowledge groups like teachers, democratic growth space is more conducive to the growth and development of teachers than manipulating and suppressing space, avoiding too many strict norms and detailed requirements, and avoiding the tools and skills of teachers.
(3) Culture and consciousness promote the healthy and positive development of the teacher team should be the combination of school management and teacher culture, and teachers should be the main body of development, stimulate teachers' cultural awareness, and promote the construction of teachers' cultural atmosphere. Only in this way can teachers be avoided from falling into the whirlpool of involuntary phenomena and the teacher team can achieve high-quality development. As the core part of school culture, teacher culture has an important impact on the values and behavioral patterns of the teacher group. Repressed teacher culture will breed various negative emotions in the teacher group. Therefore, creating a positive teacher culture is an effective way to eliminate the phenomenon of teachers' intra-references.
—END —
The shaping of teacher education personality is first based on the basis of being an independent individual, that is, whether the teacher is aware of the meaning of the existence of his own subject, whether he can reflect on the value of his own subject, and whether he can pay attention to the professional value and ontological value of teachers from the perspective of promoting the return of teachers' subjectivity, rather than regulating teachers' behavior with external authority. In addition, a good growth space should be built to return teachers' autonomy, promote the awakening of teachers' autonomy awareness, and release teachers' teaching personality.
- Improve the teacher evaluation system and stimulate the development momentum of teachers
Currently, the assessment of teacher evaluation is only a technical assessment for the purpose of achieving success and profit, mainly reflecting technical rationalism. On the contrary, the teacher evaluation system aimed at development is based on the evaluation concept of " Green Development " and the evaluation operation method that combines qualitative and quantitative evaluation. It focuses on the evaluation of teachers' subjectivity, innovation and uniqueness, enhances teachers' professional identity and professional happiness, thereby alleviating teachers' professional burnout.
(1) Promote the subject evaluation of teachers
Establish the subjective position of teachers in the evaluation system and promote the subjective regression of teachers. Establish a "teacher participation" teacher evaluation system to promote the development of teachers' personality, independence and creativity, stimulate teachers' sense of ownership, and let teachers become the initiative and participants of the evaluation system, rather than the judges of the evaluation system.
(2) Establish Green evaluation concept
Establish the teacher evaluation concept of "green concept" and fundamentally change the value concept of teacher evaluation. "The teacher evaluation system based on green concept advocates an innovative and advanced educational practice concept, reflects people-oriented educational values, and highlights a sustainable educational development concept." Teacher evaluation based on "green concept" takes the growth of teachers as the starting point, pays attention to humanistic care for teachers; advocates innovative evaluation of teachers, pays attention to teachers' innovation and development; based on teachers' future development needs, it not only focuses on teachers' recent utilitarian needs, but also promotes teachers' long-term development.
(3) Implement a multivariate evaluation method
breaks the quantitative evaluation method of the "five only" method. The "five only" quantitative evaluation method is too entangled in the quantitative form of numbers, completely ignoring the evaluation spirit that takes human growth as the purpose. Teachers' tired-like survival methods continue to grow, so how can they escape the fate of being inverted? Therefore, teachers' evaluation methods should be comprehensively optimized. Only quantifiable indicators cannot be examined. Indicators that cannot be accurately quantified must also be evaluated. Combining quantitative and qualitative evaluation indicators, and setting unique quantitative or qualitative evaluation methods based on the uniqueness of teachers.
- Change the school management concept and retain the space for teacher development
(1) Combining guidance and management
Establish a teacher-oriented management concept, change the management methods of teachers, give teachers enough space for independent development, and form a management concept that coexists with orderly and freely. Orderly and free democratic management ideas can draw inspiration from the thoughts of ancient Chinese Taoism, overcome hardness with softness, act without doing anything, and on the basis of following objective laws, follow the uniqueness of individuals and do what they do and what they do not.
The management system of the department system and rigid and strict management rules and regulations restrict the existence space of teachers and the main practice of teachers. Teachers are often unable to do or dare not do, and gradually enter the prescribed track of life. The creativity and agility of education are destroyed in the cage of institutionalization. In order to avoid the loss of meaning in the existence and practice of teachers, educational managers should change their management ideas, scientifically balance the dialectical relationship between action and inaction, and reasonably handle the nodes of flexible guidance and rigid management.
(2) Unification of democracy and reciprocity
The school management system should reserve a certain space for teachers to grow, create a democratic, free and proactive atmosphere, reduce the influence of discipline, standardization and institutionalization, and tend toward democratic and reciprocal management construction. The construction of democratic and reciprocal management is different from the authoritative and manipulative management. The authoritative and manipulative management simply and roughly interferes with the individual autonomy of teachers. It aims to achieve goals and focuses on mechanized management for teachers. The teachers' teaching wisdom and sense of educational mission gradually fade, and professional burnout comes with it. The management concept of democratized reciprocity focuses on creating an autonomous environment for teachers to promote the individual development of teachers. It aims to nurture teachers' subjectivity, focuses on humanistic care for teachers, and promotes the reshaping of people-oriented values in management. Therefore, for knowledge groups like teachers, democratic growth space is more conducive to the growth and development of teachers than manipulating and suppressing space, avoiding too many strict norms and detailed requirements, and avoiding the tools and skills of teachers.
(3) Culture and consciousness promote the healthy and positive development of the teacher team should be the combination of school management and teacher culture, and teachers should be the main body of development, stimulate teachers' cultural awareness, and promote the construction of teachers' cultural atmosphere. Only in this way can teachers be avoided from falling into the whirlpool of involuntary phenomena and the teacher team can achieve high-quality development. As the core part of school culture, teacher culture has an important impact on the values and behavioral patterns of the teacher group. Repressed teacher culture will breed various negative emotions in the teacher group. Therefore, creating a positive teacher culture is an effective way to eliminate the phenomenon of teachers' intra-references.
—END —
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