教师激励的理念转向与策略优化
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摘要
如何有效激励教师把教学能力转为化良好的教学表现是当下亟待破解的难题。目前的教师激励存在三大困境:激励少数与激励多数的关系难题,物质激励与精神激励的双向矛盾,以及竞争排斥与激励相容的理念分歧。为因应激励困局,应适切地推动由激励教师个体转向激励学校组织,由单向目标激励转向精准分类激励,以及由外部奖赏激励转向优势欣赏激励等的激励理念转向。因循理念,优化教师激励策略包括,一是精准识别教师需求与科学设计激励标准,二是强调层级递进激励与构建全面激励体系,三是学校组织激励与教师自我激励的并置同构。
It is the current difficult problems that how to stimulate teachers effectively to work better with their teaching ability. At present, stimulating teachers has deficiencies in the following areas, such as how many teachers to be stimulated, which measure to be taken, and what kind of concept to be used. In spite of that, it is necessary to promote the concept to change, such as transforming the individual of teacher into the organization of school, changing the methods of stimulation of one-way target to accurate taxonomy, and focusing on the advantage of teacher. Therefore, we should optimize the motivation strategies according to the concept. The first is identifying the demand of teacher accurately and designing the stimulation standard scientifically. The second is emphasizing the path of progressive levels to stimulate and establishing the total stimulation system. The third is reinforcing the organizational motivation of school and teachers' self-motivation mutually.
It is the current difficult problems that how to stimulate teachers effectively to work better with their teaching ability. At present, stimulating teachers has deficiencies in the following areas, such as how many teachers to be stimulated, which measure to be taken, and what kind of concept to be used. In spite of that, it is necessary to promote the concept to change, such as transforming the individual of teacher into the organization of school, changing the methods of stimulation of one-way target to accurate taxonomy, and focusing on the advantage of teacher. Therefore, we should optimize the motivation strategies according to the concept. The first is identifying the demand of teacher accurately and designing the stimulation standard scientifically. The second is emphasizing the path of progressive levels to stimulate and establishing the total stimulation system. The third is reinforcing the organizational motivation of school and teachers' self-motivation mutually.
引文
[1] 安雪慧.中小学教师职业生涯发展与教学工作激励[J].北京师范大学学报(社会科学版),2008,(3):117-122.
[2] 康宁.优化教师激励机制与约束机制的制度分析[J].教育研究,2001,(9):23-26.
[3] 程江.激励的本质与主体性的转化[M].天津:南开大学出版社,2014:8.
[4] 戴维·波谱诺.社会学(第11版)[M].李强,等译.北京:中国人民出版社,2007:147.
[5] 向祖强.我国教师激励机制的缺失及设计[J].教师教育研究,2008,(4):40-43.
[6] 陈春花.激活组织:从个体价值到集合智慧[M].北京:机械工业出版社,2017:9.
[7] 切斯特·巴纳德.组织与管理[M].詹正茂,译.北京:机械工业出版社,2016:21.
[8] 周雪光.中国国家治理的制度逻辑[M].北京:生活·读书·新知三联书店,2017:212.
[9] 朱德友.高校教师激励机制研究[D].武汉:武汉大学,2010:53.
[10] 萨乔万尼.道德领导:抵及学校改善的核心[M].冯大鸣,译.上海:上海教育出版社,2003:31
[11] 安雪慧.中小学教师职业生涯发展与教学工作激励[J].北京师范大学学报(社会科学版),2008,(3):117-122.
[12] 兰杰·古拉蒂,安东尼·J.梅奥,尼汀·诺里亚.管理学[M].杨斌,等译.北京:机械工业出版社,2014:365.
[13] 诺艾尔·C.奈尔森.欣赏的力量[M].马欣,译.北京:中华工商联合出版社,2013:25-26.
[14] 侯浩翔.校长领导方式可以影响教师教学创新吗?[J].教育科学,2018,(1):26-32.
[15] 迪安·R.斯皮策.完美激励:组织生机勃勃之道[M].张心琴,译.北京:东方出版社,2008:7.
[2] 康宁.优化教师激励机制与约束机制的制度分析[J].教育研究,2001,(9):23-26.
[3] 程江.激励的本质与主体性的转化[M].天津:南开大学出版社,2014:8.
[4] 戴维·波谱诺.社会学(第11版)[M].李强,等译.北京:中国人民出版社,2007:147.
[5] 向祖强.我国教师激励机制的缺失及设计[J].教师教育研究,2008,(4):40-43.
[6] 陈春花.激活组织:从个体价值到集合智慧[M].北京:机械工业出版社,2017:9.
[7] 切斯特·巴纳德.组织与管理[M].詹正茂,译.北京:机械工业出版社,2016:21.
[8] 周雪光.中国国家治理的制度逻辑[M].北京:生活·读书·新知三联书店,2017:212.
[9] 朱德友.高校教师激励机制研究[D].武汉:武汉大学,2010:53.
[10] 萨乔万尼.道德领导:抵及学校改善的核心[M].冯大鸣,译.上海:上海教育出版社,2003:31
[11] 安雪慧.中小学教师职业生涯发展与教学工作激励[J].北京师范大学学报(社会科学版),2008,(3):117-122.
[12] 兰杰·古拉蒂,安东尼·J.梅奥,尼汀·诺里亚.管理学[M].杨斌,等译.北京:机械工业出版社,2014:365.
[13] 诺艾尔·C.奈尔森.欣赏的力量[M].马欣,译.北京:中华工商联合出版社,2013:25-26.
[14] 侯浩翔.校长领导方式可以影响教师教学创新吗?[J].教育科学,2018,(1):26-32.
[15] 迪安·R.斯皮策.完美激励:组织生机勃勃之道[M].张心琴,译.北京:东方出版社,2008:7.