社会发展，教育先行；教育发展，教师先行。随着经济的发展，当今社会对人才 在知识方面、学历方面和特长等综合素质方面的要求提高，使得家长对教育的重视度 提高，因此很多家长不满足于学校的教育，需要对外寻求多样化的和具有针对性的教 育机会，在这种市场需求的刺激和要求下，中小学教育培训机构应运而生，其产生和 发展具有合理性，但是在其发展过程中相关行政部门对其缺乏管理和监督，机构本身 推崇利益至上，使其产生很多弊病，比如机构在管理教师方面欠缺、师资队伍建设不 合理等，这些问题都对中小学学段学生的学习成绩、综合素质以及其心身健康发展产 生重要的影响，甚至会对我国的人才培养建设产生重要的影响作用。 本文主要把石家庄市的中小学教育培训机构的教师队伍作为研究对象，选择了大 型连锁培训机构 XD 教育和 XDF 机构、中型的培训机构 YG 机构以及 DM 机构以及小型 的家庭作坊式的教育培训机构 BN 作为代表，通过文献综述法、访谈法和问卷调查的 方法，结合石家庄市的区域特点、经济特点和人文特点以及前人的研究成果，从教育 培训机构，教师本身，相关行政部门，相关法律文件、社会团体四个方面，从微观到 宏观来分析石家庄市中小学教育培训机构中师资队伍流动性大、师资队伍整体素质偏 低、师资队伍成长速度慢等问题，并针对这些问题分析其产生的原因，力求对本市中 小学教育培训机构师资队伍建设的优化提出一些符合地区特点的切实可行的对策。为 提高该教师群体的整体水平而献出绵薄之力，从而更好的推进本市中小学教育培训机 构的持续健康发展，使其发挥更大的积极的社会作用。 本文创新点主要表现为从石家庄市中小学教育培训机构教师年龄方面入手，区分 石家庄市中小学教育培训机构中之前主体教师和现在主体教师之间的年龄差别，使得 机构能够根据目前“90 后”主体教师的特点制定相关的机构管理规定和政策，并在教 学模式和职位晋升上面提出了新的建议，能够使得师资队伍更加稳定，师资队伍的质 量有所提高。 关键词：石家庄市 中小学教育培训机构 师资队伍 建设石家庄市中小学教育培训机构师资队伍建设研究 II ABSTRACT Education plays an essential role in the social development, while the development of education greatly lies in the educators . With the development of the economy, the demands of the society on the comprehensive quality of talents, such as knowledge, education and specialty, have increased the attention of parents to education, so that many parents are not satisfied with school education and need to seek diversified and targeted educational opportunities. With the stimulation the market demand, primary and secondary education and training institutions have emerged as required, and their emergence and development are reasonable. However, in the process of their development, the relevant administrative departments lack management and supervision, and the institutions themselves promote the supremacy of interests, which causes many disadvantages, For example, the shortage in the management of teachers in institutions, the improper construction of teachers team have severe impact to primary and secondary school students on the aspect of academic achievements, comprehensive quality and their healthy development of mind and body, and even will have an important impact on the construction of talent training in China. This paper mainly takes the teachers of primary and secondary education and training institutions in Shijiazhuang as the research object, selects the large chain training institutions XD education and XDF institutions, medium-sized training institutions, YG institutions and small family workshop education and training institutions as representatives to analyze the problems of high mobility, low overall quality and slow growth of teachers in primary and secondary education and training institutions in Shijiazhuang through the methods of literature review, interview and questionnaire survey, combining the regional characteristics, economic characteristics and humanistic characteristics of Shijiazhuang City and previous research results, from the relevant administrative departments, relevant legal documents and social organizations. The statistics is analyzed from macro to micro. In order to improve the overall level of the group of teachers and give a modest contribution, so as to better promote the sustainable and healthy development of primary and secondary education and training institutions in this city, so that they can play a greater positive social role.河北地质大学硕士学位论文 III This paper mainly includes the next point. starting with the age of teachers in primary and secondary education and training institutions in Shijiazhuang City, the age difference between former and current teachers in primary and secondary education and training institutions in Shijiazhuang City is distinguished. The organization can make relevant regulations and policies according to the characteristics of post-90s teachers, and put forward new suggestions on teaching mode and promotion. Key words：Shijiazhuang secondary and primary educational institutions teachers team construction河北地质大学硕士学位论文 目 录 摘要.....I Abstract.............................II 第一章 绪论................1 1.1 研究背景及意义........1 1.1.1 研究背景.............1 1.1.2 研究意义.............2 1.2 研究综述....................2 1.2.1 国外研究综述.....2 1.2.2 国内研究综述.....4 1.3 研究内容与方法........5 1.3.1 研究内容.............5 1.3.2 研究方法.............5 1.3.3 创新点.................6 第二章 理论基础......7 2.1 概念界定....................7 2.1.1 教育培训机构的界定........................7 2.1.2 中小学教育培训机构师资的界定....8 2.1.3 师资队伍建设的界定........................8 2.2 相关理论基础............8 2.2.1 人力资源管理理论............................8 2.2.2 期望激励理论.....9 2.2.3 教育培训理论.....9 2.2.3.1 人本主义学习理论.....................9 2.2.3.2 结构——发现教学理论...........10 第三章 石家庄市中小学教育培训机构师资队伍的现状.......................11 3.1 调查设计说明..........11 3.1.1 问卷调查设计说明..........................11 3.1.2 访谈设计说明...11石家庄市中小学教育培训机构师资队伍建设研究 3.2 石家庄市中小学教育培训机构的现状.12 3.3 石家庄市中小学教育培训机构师资队伍的现状................12 3.3.1 石家庄市中小学教育培训机构教师的现状.................13 3.3.2 石家庄市中小学教育培训机构对教师的管理现状.... 16 3.3.3 行政部门对机构中教师的相关管理现状.....................21 第四章 石家庄市中小学教育培训机构师资队伍及其建设存在的问题..........................25 4.1 教师队伍结构方面存在的问题.............25 4.1.1 年龄结构不合理..............................25 4.1.2 性别结构不合理..............................26 4.1.3 专业结构和职称结构不合理..........26 4.1.3.1 教师专业结构不合理...............26 4.1.3.2 教师职称结构不合理...............26 4.1.4 学缘结构不合理..............................27 4.2 薪酬水平与公办学校和民办学校相比较的差异问题....... 27 4.2.1 薪资方面差距大..............................27 4.2.2 福利保险方面差距大......................28 4.3 教师专业素养方面的问题.....................28 4.4 教师管理培训机制方面的问题.............29 4.4.1 招聘环节管理欠缺..........................29 4.4.2 教师日常管理欠缺..........................30 4.4.3 教师培训管理欠缺..........................31 第五章 石家庄市中小学教育培训机构师资队伍建设存在问题的原因分析.................33 5.1 教育培训机构对教师的管理机制不完善............................33 5.1.1 教师聘用流程不健全......................33 5.1.2 教师薪酬体系不健全......................33 5.1.3 教师管理机制和培训机制不健全..34 5.2 教师自身的因素......34 5.2.1 “90”后教师性格特点的缺陷......34 5.2.2 教师缺乏自我学习和自我提升的意识.........................35 5.3 相关行政部门监督和管理不严格.........35 5.3.1 相关行政部门对教育培训机构监管不严格.................35 5.3.1.1 政出多门，管理混乱...............35 5.3.1.2 市场准入条件不规范...............36 5.3.1.3 缺乏统一公平的市场规则.......36河北地质大学硕士学位论文 5.3.2 相关行政部门对机构中教师的监管不严格.................36 5.4 缺乏与机构中教师相关的法律制度.....37 5.4.1 缺乏相关的教师准入制度..............37 5.4.2 缺乏相关的教师聘任制度..............37 5.4.3 缺乏相关的针对此类机构教师的监管制度.................38 第六章 石家庄市中小学教育培训机构师资队伍建设的对策..............39 6.1 教育培训机构要完善对教师的管理机制............................39 6.1.1 设置标准化教学模式