我国班主任队伍建设的政策特征及优化建议

The Main Character and Optimization Suggestion of Head Teacher policy for Elementary and middle school

班主任政策反映着我国班主任队伍建设的价值取向,印刻着班主任队伍建设的真实历程。本文以改革开放以来国家制定的50个中小学班主任政策文本为对象,以班主任政策要素和教育政策工具为二维分析框架,通过对政策文本的整理、编码和量化,研究发现:在政策要素维度,厘定岗位职责是班主任制度建设的中心工作,资格准入等配套政策不够健全;在政策工具维度,命令工具占据主导地位,能力建设等工具应用不充分。今后既要调整各政策要素的供给结构,提升班主任政策要素配置的合理性,还要优化政策工具的使用结构,发挥政策工具的协同效应。

The head teacher policy reflects the value orientation and action vision of the head teacher team building. This article takes 50 head teachers’ policy texts since the reform and opening up as the object, and takes the policy elements and educational policy tools as the two-dimensional analysis framework. Through classification, coding and quantification, the findings are as follows: In terms of policy elements, defining job responsibilities is the core of the class teacher system construction, and supporting policies such as qualification access are not sound enough. In the dimension of policy tools, command tools dominate, and tools such as capacity building are not fully used. In the future, it is necessary to adjust the supply structure of various policy elements and improve the rationality of the allocation of policy elements for class teachers, as well as optimize the use structure of policy tools and give play to the synergistic effect of policy tools.