日本“指导力不足教师”政策演进与运作机制研究

Research on Japan's Policy on “Teachers Lacking Teaching Ability” and the Operating Mechanism

自20世纪80年代起,日本一直致力于"指导力不足教师"相关政策的制定和实施,在提升教师素质方面取得了令人瞩目的成果。本文从政策演进和运行机制两个方面对"指导力不足教师"相关内容进行研究,从"萌芽期"对概念内涵的丰富到"发展期"对政策定位的完善,再到"成熟期"对人事管理系统及其运作流程的制定,明确了这三个重要时期的特点,并分"认定前"、"认定中"、"认定后"三个阶段对其人事管理系统及其运作流程进行了具体剖析,最后从政策设计、落实、完善等多个角度对日本30余年改革探索的相关经验进行了总结。

Japan started to pay sustained attention to the policy making and implementation on ＂teachers lacking in teaching ability＂ since 1980s, which has achieved remarkable results in improving teachers＇ overall quality. This research focused on the policy development path and the operating mechanism of ＂teachers lacking in teaching ability＂. First we made clear that the process of policy development consists of three important periods： ＂Budding period＂, ＂Development period＂ and ＂Mature period＂, and grasped each period＇ s own characteristics. Then we analyzed the three stages of ＂Before recognition＂, ＂Recognition＂, and ＂After recognition＂ and their Personnel management system＇ s operation process. Finally we summed up the good experience of Japan＇ s over thirty years＇ exploring and reforming from several aspects like policy making, policy implementation and policy perfection, hoping to provide useful reference to deal with the policy problems in our country.