公办中小学教师身份及中国政策选择  

Teacher Identity in Public Primary and Secondary Schools andChina′s Policy Choice

作　　者：佘宇[1] 陈松柏 单大圣[1] SHE Yu;CHEN Songbai;SHAN Dasheng(Research Department of Social and Culture Development,Development Research Center of the State Council,Beijing 100010,China;School of Education,Soochow University,Suzhou Jiangsu 215000,China)

机构地区：[1]国务院发展研究中心社会和文化发展研究部,北京100010 [2]苏州大学教育学院,江苏苏州215000

出　　处：《教师发展研究》2025年第1期9-14,共6页Teacher Development Research

摘　　要：强教必先强师。强师是一项系统工程,首先需要解决好教师身份这个“元问题”。公办中小学教师的身份具有专业性、公共性、职务性和国家性等特点。我国不同历史时期的政策赋予了公办中小学教师国家干部、专业人员等不同的身份,这与当时的经济社会体制总体是相适应的。2018年,我国提出公办中小学教师是国家公职人员的新身份定位,实现了重大政策突破。为了进一步保障政策的有效落实,建议明确对我国公办中小学教师参照公务员管理,确立公办中小学“国家教师”制度,完善公办中小学教师培养和发展的管理制度,强化公办中小学教师自律自强的约束机制建设。High-quality teaching staff is the key to the high quality of education.While building a team of high-quality teachers is a systematic project that first requires solving the"meta-problem"of teacher identity.Teacher identity in public primary and secondary schools is characterized by professionalism,public nature,post title relatedness,and national nature.In China,teachers in public primary and secondary schools have been given various identities in different historical periods,fitting in the economic and social system at the time.In 2018,a new identity of national public officials was given to teachers in public primary and secondary schools,a major breakthrough in the policy.To guarantee its implementation,it is recommended to clarify that teachers in public primary and secondary schools in China are managed as civil servants,establish a national teacher system,improve the management system for teacher training and development,and strengthen the self-disciplined and self-improving mechanism for teachers in public primary and secondary schools.

关 键 词：公办中小学 教师身份 国家公职人员 

分 类 号：G451[文化科学—教育学]