学校教师

However, according to the current situation of the school culture in our nation, although the harmonious school culture is now chased and worshipped by most of teachers and students, we us are not satisfied with the genuine facts of the school culture. The phenomenon of students and teachers school counter culture is the best example to illustrate.

然而，观照我国学校文化的现状，虽然融洽的学校文化为广大师生所追求和推崇，但学校文化的现实情况并不尽如人意，学校中的学生和教师反学校文化现象便是明证。

The direct causes of education field of education field are the external structuresand the actors\' habitus in the field,in which the interspatial and tiered school systemis its static education structure cause,and the mechanism of the competitive capitalobtaining with the eleven-plus system as its technical selection is its dynamiceducation structure cause.The habitus of the State,the habitus of the educationadministration service,the habitus of the school,and the habitus of teachers are thecauses of the habitus of the problem of elite-role-training of school education.

其中层级化等级化的学校系统是学校教育角色化问题的静态教育结构根源，而考试制度与技术选择的竞争性资本获取机制则是学校教育角色化的动态教育结构根源；而教育场域中国家、教育行政部门、学校和教师对资本搏取与利益追求的欲求是导致学校教育角色化问题的生存心态根源。

This article takes the Marxism Humanics and Western Stimulation theory as its foundation stone .It also takes the Marxism Humanics as its guide thought and philosophical foundation which constitute the Stimulation Management Mode . Through reflecting on the traditional Stimulation Mode and studying the logical foundation of stimulation of teachers in elementary and middle schools ,we deeply reflect on the Tradition Stimulation Mode and its thought and attribute the problem of stimulation strategy to the loss of the humanity and the pinch of the value pursuit .From the reality of Chinese culture and modern school culture .we use the essential thought in the Western Stimulation Theory for reference and set a definition on Stimulation from the philosophical view ,that is ,the subject takes the corresponding stimulation mode according to the understanding of the stimulated object needs ,acts on the motivation ,purpose and action of the stimulated and consequently satisfy the purpose of the subject .

本文以马克思人学理论和西方激励理论为理论基石，以马克思人学思想作为建构激励管理模式的指导思想和哲学基础，通过对传统激励模式的反思，通过对中小学教师激励的逻辑基础的研究和外在因素的研究，对传统教师激励模式及思想做深刻反思，将传统中小学教师激励策略问题归结为人文性的缺失和价值追求的匮乏，并从中国文化、现代学校文化实际出发，借鉴西方激励理论中的精华思想，从哲学的视角定义了激励的内涵是行为主体根据对激励对象需要的理解而采取的相应的刺激方式，作用于被激励对象的动机、目的、行为，从而满足行为主体的目的。

Professional maladaptation of many novice teachers burden teacher education institutions and bring many difficulties to the daily life of school, and most of all, it has ill influences on the development of Pupils and Middle School Students, which reflect the inefficiency and low quality of pre-service teacher education.

来源： [西南大学，400715] 作者：谢韦韦内容摘要：新教师职业适应不良问题给教师教育机构带来了极大的负担、给学校日常工作带来了诸多困难，给中小学学生的发展造成了极为不利的影响，反映出我国职前教师教育的低效和低质。

One of the schools is called Cartherine Catholic School (In Canada schools run by church are very common), which includes a day Care, a primary school and a junior High, with the classrooms big and bright, the teachers optimistic and friendly, the students independent and happy either in or out of a class, for which I suppose prolixity is not necessary as it is the common characteristics in Canada.

考察的其中一个学校叫卡特琳天主教学校（加拿大教会开办的学校还真不少）。这所学校有幼儿园、小学和初中。校舍宽敞明亮，教师乐观友善，学生课内外都很自主、快乐。

Teacher evaluation is a universal factor, which can influence the teacher"s growth and development. It is not only a major section of school job, but also a significant element for the teacher"s growth and development.

教师评价是教师成长和发展中一个带有普遍性的影响因素，既是学校工作的重要组成部分，又是教师成长和发展的重要条件。

The thesis aimed at relationship between school-based research and teacher's professional development, explaining teacher's professional development and school-based research are indiscrete. Every teacher with consciousness of professional development in mind is pertinent to teaching practice of both school and himself.

本论文主要从校本教研与教师专业发展的关系着手，探讨两者之间的关系，说明教师的专业发展离不开与校本教研的进行，每一位具有专业发展意识的教师往往与自己和学校进行的教育教学研究是相关的。

The research shows: teacher's development in primary school of township is the result of the interaction between teachers themselves and the outside world, mainly by these three areas: the self-developing consciousness, support from schools and social organizations, foster a sense of self-development which is the key to the township primary school teacher professional development, external environment can be optimized to improve their professional development.

通过研究发现：乡镇小学教师的成长是教师自身与外部的人和物相互作用的结果，主要受专业发展意识、学校组织环境和社会支持这三方面的影响，其中自主发展意识的树立是乡镇小学教师专业发展的关键所在，改善其外在环境可以优化其专业发展。

School has a noble ethics, professional skills, professional dedication of teachers, senior teachers, 41, a teacher of 85 people, provincial backbone of the city teachers 35; the current class of 40, 2366 students at school.

学校拥有一支师德高尚、专业精湛、敬业奉献的师资队伍，其中高级教师41人，一级教师85人，省市级骨干教师35人；现有教学班40个，在校学生2366名。

Its content includes teachers service to students; schools service to householders; schools service to teachers.

其内容包括教师为学生服务、学校为家长服务、学校为教师服务。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。