大陸教師職級制度對台灣中小學教師專業發展之啟示

聯合國科教文組織（UNESCO）曾提及：「教職必須被視為專業。教育工作需要教師嚴謹地持續研究，以建立教學專門知識與技能而提供的一種公共服務。」台灣因對推動中小學實施教師分級遭遇到質疑與困境，自2006年起教育部補助試辦教師專業發展評鑑實施計畫，並於106學年度進行調整革新，將之轉型為教師專業發展支持系統，透過持續對話、合作、分享與省思，來增進教師學科知識及教學品質，並研商解決教育問題的策略。反觀對岸中國大陸對於教師專業之形塑和推動與教師分級制度結合，「在職培訓與發展、職務晉升和獎勵評估」三位一體相互作用的「三維度互動」模式，與台灣教師專業發展方向有著相當大的差異。因此，本文從提昇教師專業發展的角度來比較台灣教師專業發展與大陸教師職級制度之差異以及對整體教育之影響，並分析大陸教師分級制度在教師「專業」之提昇，與台灣中小學教師專業發展支持系統之差異，思考在地策略和對教師之助益，試提供未來台灣教師專業發展方向之參考。

關鍵字

大陸教師職級制度；教師專業發展；教師分級

並列摘要

The United Nations Educational, Scientific and Cultural Organization (UNESCO) once mentioned: ＂The teaching profession must be regarded as a profession. Education requires rigorous and continuous research by teachers to build a public service provided by teaching expertise and skills.＂ Teacher grading has encountered doubts and difficulties. Since 1995, the Ministry of Education has subsidized the implementation plan of teacher professional development evaluation, and adjusted and reformed it in the 106 academic year, transforming it into a teacher professional development support system. Through continuous dialogue and cooperation, sharing and reflection, to improve teachers' subject knowledge and teaching quality, and to study strategies to solve educational problems. On the other hand, in mainland China, the shaping and promotion of the teacher's profession is combined with the teacher's grading system, and the ＂three-dimensional interaction＂ model of ＂on-the-job training and development, job promotion and reward evaluation＂ interacts with each other, which has a considerable relationship with the direction of Taiwan's teacher professional development. difference. Therefore, from the perspective of improving teachers' professional development, this paper compares the differences between Taiwan's teacher's professional development and the mainland's teacher rank system and its impact on the overall education, and analyzes the improvement of the mainland's teacher grading system in the teacher's ＂professional＂, and the Taiwanese primary and secondary school teachers' professional development. The differences in the development support system, the local strategies and the help to teachers are considered, and try to provide a reference for the professional development direction of teachers in Taiwan in the future.

並列關鍵字

Mainland teacher rank system ； teacher professional development ； teacher classification

參考文獻

方朝郁、方德隆（2014）。「教師評鑑 2.0」：美國的經驗與對臺灣之啟示。教育研究與發展期刊，13(1），31‒62。https://doi.org/10.3966/181665042017031301002【Fang, C-Y. & Fang, D-L. (2014). “Teacher Evaluation 2.0”: American Experience and Implications for Taiwan. Journal of Educational Research and Development, 13(1), 31‒62. https://doi.org/10.3966/181665042017031301002】

李振芳（2005）。淺淡教師分級制的功能困境與解決之道。學校行政，37，196 -204。https://doi.org/10.6423/HHHC.200505.0196【Li, Z-F. (2005). A brief introduction to the functional dilemma and solutions of the teacher grading system. School administration, 37, 196‒204. https://doi.org/10.6423/HHHC.200505.0196】

劉鎮寧、吳子宏、邱世杰（2015）。台灣與中國大陸國小教師專業展政策與實施現況之分析研究。師資培育與教師專業發展期刊，8(3)，3‒76。https://doi.org/10.3966/207136492015120803003【Liu, Z-N. , Wu, Z-H. & Qiu, S-J. (2015). An Analysis and Research on the Policy and Implementation of Teacher Professional Development in Primary Schools in Taiwan and Mainland China. Journal of Teacher Training and Teacher Professional Development, 8(3), 3‒76. https://doi.org/10.3966/2071364920151208 03003

TFT 觀點（2020）。教師也是終身學習者—教師專業發展現況。為台灣而教教育基金會。https://www.teach4taiwan.org/blog/%E6%95%99%E5%B8%AB%E4%B9%9F%E6%98%AF%E7%B5%82%E8%BA%AB%E5%AD%B8%E7%BF%92%E8%80%85-%E5%8F%B0%E7%81%A3%E7%9A%84%E6%95%99%E5%B8%AB%E5%B0%88%E6%A5%AD%E7%99%BC%E5%B1%95%E7%8F%BE%E6%B3%81/【TFT point of view. (2020). Teachers Are Lifelong Learners–Current Status of Teacher Professional Development. Teach for Taiwan Educational Foundation. https://www.teach4taiwan.org/blog/%E6%95%99%E5%B8%AB%E4%B9%9F%E6%98%AF%E7%B5%82%E8%BA%AB%E5%AD%B8%E7%BF%92%E8%80%85-%E5%8F%B0%E7%81%A3%E7%9A%84%E6%95%99%E5%B8%AB%E5%B0%88%E6%A5%AD%E7%99%BC%E5%B1%95%E7%8F%BE%E6%B3%81/

Google Scholar

中國大陸中央人民政府（2005）。中華人民共和國教師法。作者。http://big5.gov.cn/gate/big5/www.gov.cn/banshi/2005-05/25/content_937.htm【The Central People's Government of Mainland China. (2005). Teachers Law of the People's Republic of China. author. http://big5.gov.cn/gate/big5/www.gov.cn/banshi/2005-05/25/content_937.htm】

Google Scholar

國際替代計量

大陸教師職級制度對台灣中小學教師專業發展之啟示

全文下載

主題瀏覽