20 17 NPC and CPPCC, what are the proposals for the titles of primary and secondary school teachers?

First, the professional title evaluation system has fallen behind the times, which is a nightmare for primary and secondary school teachers and a major drawback of today's education.

It destroys teachers' minds and personalities, makes people panic, makes the world worse, and makes people angry and complain. Some people have concluded that the evaluation and employment system of teachers' professional titles has three major functions: 1 is to eliminate corruption and seek benefits for officials, especially school leaders; Second, it encourages falsehood, creates conditions for speculation, and greatly corrupts social atmosphere; Thirdly, dehumanization, regardless of gender, age and age, will distort teachers' minds and degrade their personality.

Second, the evaluation system of primary and secondary school teachers' professional titles hinders the realization of educational equity.

Due to the initial stage of reform and opening up, key primary and secondary schools were generally established in various places. These key primary and secondary schools are all in the city, and the middle and senior titles of teachers are limited and most of them are inclined to the key primary and secondary schools in the city. At the beginning of professional title evaluation, some rural middle schools didn't even have senior teachers, and some schools only had one or two, accounting for only 20% to 30%, which made rural teachers very disappointed. Before evaluating teachers' professional titles, the original teachers did not deliberately pursue entering cities and key schools. After the evaluation of professional titles, because it is easy to evaluate senior professional titles in key schools in the city, everyone will scramble to explore various relationships and take all kinds of proper and improper means to squeeze into the city and drill into key primary and secondary schools. As a result, a large number of fresh and high-quality educational resources-teachers-are rapidly concentrated in cities, and urban schools and key primary and secondary schools are seriously overstaffed. Township schools in remote areas are seriously short of staff and have to ask substitute teachers to attend classes. As a result, rural education has been neglected, resulting in serious injustice in urban and rural education.

At present, the management of teachers' professional titles is implemented in various places. According to the document spirit of the management of teachers' professional titles in various places, this situation not only continues to be maintained, but also intensifies. In the long run, not only is there a serious imbalance between urban and rural education, but the gap between Liancheng key schools and non-key schools will also grow. The leader of educational activities is the teacher, which is unfair to the teacher, let alone educational fairness. If this development continues, educational equity will become just empty talk and a colorful soap bubble that keeps pace with the times.

Thirdly, the evaluation system of primary and secondary school teachers' professional titles has greatly hindered the formation of "educational synergy" and reduced the effectiveness of education.

Professional titles are divided into high, medium and low, and the material treatment obtained according to professional titles is of course divided into high, medium and low. Teachers also eat fireworks, of course, they should also pay attention to material interests. Everyone wants to get the material benefits he deserves, and then he will make a positive contribution to education willingly. Teachers who should not be rated with corresponding titles will inevitably be disappointed, sad and discouraged, thus reducing teachers' enthusiasm and subjective initiative. After the unfair competition for professional titles among teachers, it is inevitable that they will be alienated from Germany and even envy each other. Of course, in actual teaching activities, teachers' educational ability and teaching effect are not directly proportional to their professional titles, and it is not an individual phenomenon that they are rated as senior professional titles through various improper means because of their low ability, junior qualifications and poor performance. In sharp contrast, there are not a few people who have the ability to have deep qualifications and outstanding performance without evaluating senior titles.

In this case, the majority of teachers are well aware, and some of our education management officials are actually well aware that the professional title has indeed lost its due aura. Now we are training backbone teachers at all levels, and the backbone of training is also linked to professional titles, age and other conditions. Some backbone teachers recommended by the school did not study that major or teach that subject at first, but only had the necessary professional titles and the right age, plus they voluntarily signed up and were favored by school leaders, and they obtained the qualifications of backbone teachers at all levels and participated in the training, which naturally became the backbone teachers of that subject. In this way, teachers are divided into three, six and nine grades according to their professional titles and backbones. Where can there be any "educational synergy" and where can there be any educational effect?

Fourthly, evaluating teachers' professional titles not only distorts teachers' hearts and personalities, but also becomes a means for relevant government departments to collect money and corrupt some grassroots leaders.

Teachers must take various exams to evaluate their professional titles. The registration fee for these exams, together with the cost of purchasing relevant materials and training counseling, is not a small expense for teachers, and of course it is also a considerable income for government departments. Professional title examination has become a channel for relevant government departments to generate income and collect wealth. Due to the limited number of teachers with middle and senior professional titles, every year when it comes to evaluating professional titles, all qualified teachers try their best to adopt various means that our society can take at present (these means are very simple, nothing more than eating, drinking and having fun, etc.). ) and strive to obtain the title. The competitive means of these teachers who want to get professional titles have made some grassroots leaders corrupt. Teachers who have obtained corresponding titles are forced to pay injustice and have no peace. Therefore, it distorts the mind and defiles the personality.

5. Under the system of teachers' professional titles, distribution according to work has become distribution according to professional titles.

It is natural to get something for nothing, or to get more for nothing. Needless to say, you just need to look at many teachers' comments on senior titles, and you can do odd jobs without attending classes or attending fewer lectures.

Suggestions in this case

1: It is necessary to greatly narrow the salary gap of professional titles or even cancel the gap. Titles are just honors. Linked to wages will inevitably lead to corruption.

We should greatly increase the salary of teaching experience. It not only makes up for the problem of low salary in the past, but also affirms the experience value and contribution of old teachers and encourages teachers to teach with peace of mind for a long time.

Reasons for canceling the evaluation of primary and secondary school teachers

One of the reasons is that the evaluation of professional titles is a planned behavior led by the government. Due to the "bottleneck" of resource shortage, it will inevitably lead to high social costs.

The actual situation now is that there are more people who need to be promoted, but there are fewer indicators in the government plan. Under the resource constraint condition that the supply is far less than the demand, the price that individuals need to pay for the promotion of professional titles is much higher, resulting in high social costs. On the one hand, everyone is competing for the bridge of professional titles, on the other hand, everyone is trying to gain personal interests to gain advantages over neighboring competitors. Finally, the situation that the work in the industry has no contribution but has a strong competitive advantage has led to new social injustice.

The second reason is that the evaluation of professional titles is not based on the quality of teaching, which will inevitably prompt primary and secondary school teachers to find opportunities to meet the necessary conditions, resulting in a huge waste of social resources and a further decline in social moral standards.

Imagine how many primary and secondary school teachers in China want to be promoted to senior titles every year, that is, how many newspapers, magazines and paper resources are needed every year, according to the calculation that each person needs two papers or one treatise? Moreover, these so-called "papers" or "treatises" are mostly "junk" products, and it is useless to evaluate professional titles. This is a waste of resources! In order to meet the conditions of promotion, teachers spend money on "papers" and "honors" and exchange the simplest commodity exchange principle for the title of "laurel" of this sacred profession.

The third reason is that the evaluation of professional titles has spawned a special form of corruption and special interest groups.

Educational administrative departments and personnel departments at all levels are in charge of the evaluation of teachers' professional titles, which sets a threshold for grasping the interests of departments and evaluating professional titles. For example, the computer test for professional titles, the English test for professional titles, and the annual continuing education and training for teachers are all under the banner of improving teachers' quality. This "bad rule" should have been abolished a long time ago, but it is still popular today because of the existence of special interest groups.

The fourth reason is that the system of "evaluation and employment of teachers' professional titles" leads to the principle of "distribution according to professional titles", which is wrong in theory and practice and violates the socialist principle of "distribution according to work".

At present, teachers' salaries are paid according to their professional titles, because there are places for senior professional titles in schools, especially senior professional titles. There are far more qualified teachers than limited places, which leads to a huge income gap between teachers with similar academic qualifications, academic qualifications, ability, workload and achievements (especially those in rural compulsory education): the difference between advanced and junior is nearly half. However, the nature and workload of the work have not changed because of the change of professional titles. What to teach or what to teach, how many classes to attend, only the salary changes greatly, and the retirement benefits are seriously affected.

The fifth reason is that the evaluation of teachers' professional titles leads to an increase in income gap, which causes the strongest sense of unfairness, damages the relationship between cadres and the masses, affects stability, and poses a serious threat to harmonious campus and social construction.

More than 90% of running a school well depends on teachers. Setting salaries according to teachers' professional titles can not really arouse teachers' enthusiasm. On the contrary, the income gap is too large because of different professional titles, which seriously affects teachers' work efficiency, especially the promotion to a higher professional title is hopeless and there are a lot of sequelae. There are many contradictions between teachers, between teachers and leaders, and between teachers and judges, which gives corruption an opportunity. Many good teachers turned against each other and even used the underworld, which increased the trouble and work cost of the discipline inspection commission and other departments.