教师激励、教师评价体制跟中国西部农村学生教育产出.pptVIP

Poverty, Education, and Health in Rural China December 15-16, University of Oxford 教师激励、教师评价体制与中国西部农村学生教育产出 Teachers’ Incentives, Teacher Evaluation System and Children’s Education Outcomes in Rural Western China An Xuehui National Center for Education Development Research, CHINA. Teachers’ Incentives, Teacher Evaluation System and Children’s Education Outcomes in Rural Western China 引言 Introduction 中国农村中小学教师的评价考核制度 Teacher Evaluation System in Rural China 教师质量与相关控制变量 Teacher Quality and Control Variables 数据与模型方法Data and Methodology 结果与分析 Results 政策启示与讨论Policy Implications and Discussion 引言 Introduction （一）文献综述 Literature Review 1．是否应当针对教师的工作绩效，采取一定的物质奖励 Should we use material incentives to try to improve teaching performance? 教育生产过程和市场运行中的公司机制有着显著的区别，教师激励的机制不同于一般的公司员工、经理的管理。许多学校之所以由政府直接控制、管理，避免学校对于教师采取过度的物质激励而导致教育的目标发生扭曲。 (Acemoglu、Kremer和Mian) Educational processes are different from corporate processes. Teachers’ incentives are different from the incentives of corporate staff. In order to avoid the school over using and distorting educational objectives, most schools are controlled by government. 如果不对教师进行物质激励，那么就需要通过充分的学校竞争来提高教师的努力程度。美国公立学校之间的竞争会起到促进教育绩效和提高教学质量的作用（Hoxby，2000；Hanushek和Rivkin，2003）。 If we don’t use material incentives, then we need a full, perfectly competitive environment or market between schools, which can incentivize schools or teachers to improve teaching quality and performance. 如果学校对教育内容拥有自主权，家长对学校和教师的管理有一定的发言权，学生有自由的择校选择权，并且择校的成本对于多数学生的家庭是可以负担的，教师劳动力市场的流动机制比较完善,那么学校之间的竞争就会比较充分。 The characteristics of a perfectly competitive school market are: 1) schools have the power to control the teaching content; 2) parents have some rights to manage the school; 3) students have the freedom of school choice; 4) most families can afford the cost; and 5) there is a perfect teacher mobility market mechanism. 美国中小学教师的工资水平并不能准确地反应教师质量,这和美国公立学校教师管理体制的多方面因素相关。 (Hanushek和Rivkin,2006) 在不完全市场的条件下，建立教师的物质激励机制是一个必要的手段。 Research has found that teach