Why is the reform of performance pay in primary and secondary schools likely to fail? Ask for answers

But I am not optimistic that performance pay will produce good results. First, the failure of performance pay lies in the use of performance pay. According to the guidance mentioned in the Ministry of Education's "Guidance on the Performance Appraisal of Teachers in Compulsory Education Schools", "Teacher ethics should be regarded as the first priority in the performance appraisal content and must not be "Use the enrollment rate as a teacher performance evaluation indicator." In other words, the so-called performance does not refer to students' grades, but mainly refers to "teacher ethics." The Ministry of Education has its own reasons for the regulations. This regulation is conducive to reducing the intensity of exam-oriented education. Otherwise, the reform of performance pay will increase the intensity of examination-oriented education, which is obviously contrary to the direction of the overall education reform. Doesn't that lend a sharp edge to the murderer? However, can "teacher's ethics" be assessed? Income refers to a person's ability and is the market's recognition of part of his ability that is compatible with the market. This part of ability has nothing to do with morality, just like a migrant worker laying bricks. If you come to my construction site today and can build a wall, I will determine the salary I should give you based on the profit generated by your work. If you Your moral character is very noble, but if you can't build a wall, I still won't pay you to build a wall. If we insist on confusing the moral assessment with the ability assessment, there will not be more moral people, only more hypocrites. Such evaluation will lead more people who would not be willing to degenerate to the moral level. The low side. Second, they failed in some assessment contents that seemed operable but were actually inoperable. The content of teacher performance appraisal is mainly: "Teachers' performance in fulfilling the statutory duties of teachers stipulated in the Compulsory Education Law, Teachers Law, Education Law and other laws and regulations, as well as completing job responsibilities and work tasks specified by the school, including teachers' performance "The teaching work focuses on the assessment of teaching workload, teaching preparation, teaching implementation, teaching effect, as well as the organization of extracurricular practical activities and participation in teaching management; the assessment of teaching effect, It is mainly based on the completion of the teaching goals set by the state and the students' meeting the basic education quality requirements. The admission rate should not be used as an assessment indicator. Teachers must be guided to care for every student, especially those who have learning difficulties or have behavioral deviations. " Is there a specific standard for the so-called assessment? Workload can be assessed. Teaching preparation, teaching implementation, and teaching effect are not very subjective items. Which assessment information collection, screening and judgment are not all very difficult? For example, if a teacher cares for every student, the difference in the effect of caring for a student with a problem and a student with few problems is very big. Do you think the effect of caring for a student with a problem is not good? You said that I care about the students I like - they are also among "every student" - and the effect is good, do you admit it? Even if it is an effect, do you think that the students in key schools do well in exams because the teacher's teaching effect is good? If the teacher in the poor class has worked hard for three years and no students have passed into high school, is his effect a problem? No one can say for sure. Third, the reason for failure is that the comparison between performance pay and the salary on the salary card is too small. Many teachers have said that we don’t want the performance-based salary of 400 yuan. We want the salary in our salary card. If you want you to do it, we won’t take it away from you. Since the salary increase, more and more people have begun to refuse to accept some of the jobs arranged by the school. "Should I go to study in the evening and study in the morning to watch classes? Why? I will go with a little subsidy? What a joke!" "The teacher asked for leave and took over as a substitute teacher. "Five yuan, ten yuan, you can keep it for yourself! It's better to take care of yourself." So it's funny that such a small amount of money should activate the teacher's profit-seeking mentality. Although the teacher's salary is small, it is not. Hungry people - at least the math teacher will help everyone do the economic calculations. The ability of performance-based pay, which “gives little to others but demands much from others,” to set off an educational upsurge, is just a product of the imagination of superior leaders. Fourth, from the perspective of practical preparations, for example, our official documents are always communicated through the official website, but this time the performance salary plan is actually communicated through document collection. Obviously, some contents are not visible to the light. It can be seen that the Municipal Education Commission We are ready to distort the use of performance pay. How to use it? According to my idea, I am prepared to use a considerable part of performance pay on performance rewards, because performance is the easiest to measure. It may also be used in make-up classes for the third year of junior high school and the third year of high school. on subsidies. Therefore, according to my understanding, if performance pay has a big effect, it should be in the following points: 1. It once again injects vitality into increasing the intensity of examination-oriented education. 2. Cause conflicts between teachers.

We have cultivated a group of teachers who work half-heartedly and want performance-based pay, and teachers who are unwilling to work and do not want performance-based pay. 3. Exacerbating distrust between teachers and school leadership.