国家构建视角下公办中小学教师身份刍议

Research on the Identity of Public Primary and Middle School Teachers from the Perspective of State Construction

教师身份的建构是对国家发展诉求、教育实践和社会人才需求的积极回应,推动教师身份变迁与内在价值功能转换是社会发展与尊重教育规律相统一的结果。公办中小学教师经历了“国家干部”“专业人员”的法律身份沿革,目前的教师身份及地位与教育作为国家战略的定位不相匹配。聘任制语境下教师身份滋生师资队伍建设掣肘因素,也稀释了教师职业的公共性。为了抓住《教师法》修订的契机,调适当下教师身份与教师公职人员的法律地位的适切性,应赋予教师“教育公务员”法律身份,实行“教育行政部门”聘任制,为巩固教师社会地位和发挥教师职业公共性固本强基。

The construction of teacher identity is based on the proactive actions of the development demands of a country,its educational practices,and its needs for social talents.Promoting the change of teacher identity and the transformation of intrinsic value function is the result of the unification of social development and respect for the laws of education.Teachers in public primary and secondary schools in China have experienced the evolution of legal status of“national cadres”and“professionals”.At present,teacher status does not match the important position of education as a national strategy.In the context of employment system,teacher status tends to breed constraints on the construction of teacher teams,and also dilutes the publicity of teachers’profession.In order to seize the opportunity of the revision of the Teachers’Law and adjust the current teacher status,making it more appropriate to the legal status of public officials,teachers should be given the legal status of“educational civil servants”and the appointment system of“educational administrative departments”should be implemented,so as to consolidate teachers’social status and give full play to their professional publicity.