1993年《教师法》的制定进程、核心关切与自我定位  

The Legislative Process,Core Concerns and Self-positioning of the Teachers Law 1993

作　　者：申素平 余若凡 SHEN Suping;YU Ruofan(Education of School,Renmin University of China,Beijing 100872,China)

机构地区：[1]中国人民大学教育学院,北京100872

出　　处：《现代教育论丛》2024年第1期38-44,共7页Modern Education Review

基　　金：中国人民大学教育学院科学研究基金(中央高校基本科研业务费专项资金资助)项目“新时代教师法律地位与申诉权制度化保障路径研究”(202303)。

摘　　要：1993年《教师法》颁布至今未有实质性的修改。将1993年《教师法》置于历史语境中加以考察,有助于形成对1993年《教师法》,尤其是其中具有典型时代特征的条文更深层次和更系统的理解。1986年至1993年,历时八年,经全国人大常委会两度审议《教师法》方得到通过。在立法进程中,1993年《教师法》中的教师待遇条款始终是立法者审议的重点。1993年《教师法》的出台,旨在回应保障教师各项待遇和加强教师队伍建设这两项核心关切。因此,它不仅是一部“教师权益保障法”,而且是一部“教师队伍建设法”。该法在结构体例上围绕“教师队伍建设”这一宏观命题谋篇布局,具有“宏观调控”特征。1993年《教师法》的立法进程、核心关切与自我定位对于《教师法》修改具有重要意义。Since its enactment in 1993,the Teachers Law has not been substantially amended.By placing the 1993 Teachers Law in a historical context,it is possible to develop a deeper and more systematic understanding of the 1993 Teachers Law,especially those provisions with typical characteristics of the times.From 1986 to 1993,the Teachers Law 1993 took eight years to enact and was passed after two deliberations.During the legislative process,the treatment of teachers in the 1993 Teachers Law was always the focus of the legislators’deliberations,and the enactment of the 1993 Teachers Law was primarily intended to respond to the two core concerns of safeguarding the treatment of teachers and strengthening the building of the teaching force.The 1993 Teachers Law is not only a“law on the protection of teachers’rights and interests”,but also a“law on the building of the teaching force”.It is structured around the macroscopic proposition of“building the teaching force”,which is characterized by“macro-regulation”.The legislative process,core concerns and self-positioning of the 1993 Teachers Law are of great significance to the revision of the Teachers Law.

关 键 词：1993年《教师法》 制定进程 核心关切 自我定位 

分 类 号：G40-011.8[文化科学—教育学原理]