外国教育研究

2020, v.47;No.364(10) 39-53

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教师地位及其支持制度的国别比较:基于中国、日本、韩国、芬兰、以色列的考察
A Comparative Study on Teacher Status and Support System:Based on China,Japan,South Korea,Finland and Israel

沈伟;李倩儒;
SHEN Wei;LI Qianru;Institute of International and Comparative Education,East China Normal University;

摘要(Abstract):

提高教师地位,是各国提升教育质量、实现教育强国的重要战略。在2018年的《全球教师地位指数》排名中,中国、韩国教师靠前,芬兰、日本教师居中,以色列教师落后。本研究围绕教师职业声望、教师工资、教师专业性三个核心维度,综合GTSI、OECD及案例国家等相关数据,对中国、韩国、芬兰、日本、以色列教师的地位及其支持制度进行比较,发现中国教师的地位在主观维度表现佳,日本、韩国、芬兰、以色列在凸显地位的客观维度上各有优点。研究在分析各国支持教师高地位的系统后,指出提升中国教师的地位,需建立稳定教师地位的正向循环系统,根据国情选择有针对性的政策工具,整合资源不断提高教师专业水平。
Enhancing the status of teachers is an important strategy for countries to improve the quality of the education system and build an education power. The Global Teacher Status Index(GTSI 2018)shows that teachers from China and South Korea rank high,teachers from Finland and Japan rank in the middle,and teachers from Israel lag behind.This study combined the relevant data from GTSI,OECD and National statistics to compare teacher's status and their support systems among China,South Korea,Finland,Japan,Israel,through three key indicators of occupational prestige,teacher's salary,and professionality.It is found that the status of Chinese teachers performs well in the subjective indicators,Japan,South Korea,Finland,and Israel have their advantages in the objective indicators of highlighting their status. After analyzing the systems that support the teachers' high status in abovementioned countries,the study points out that to improve the status of teachers in China,it is necessary to establish a positive circulation system that stabilizes the status of teachers,selects targeted policy according to the national conditions,and integrates resources to continuously improve the professionality of teachers..

关键词(KeyWords): 教师地位;职业声望;教师工资;专业性;社会制度
teacher status;occupational prestige;teacher salary;professionality;social institution

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基金项目(Foundation): 全国教育科学规划课题(国家一般)“乡村教师教育供给主体多元化及其协同机制研究”(项目编号:BFA200069)

作者(Author): 沈伟;李倩儒;
SHEN Wei;LI Qianru;Institute of International and Comparative Education,East China Normal University;

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