摘要
乡村教师队伍建设作为一项系统性的教育民生工程,是全面推进乡村振兴战略的重要环节,是深化教育改革的关键所在。基于政策工具视域,建立“乡村教师政策工具分类(X轴)—乡村教师队伍建设领域(Y轴)”二维分析框架,对21世纪以来我国乡村教师政策进行系统考察和计量分析,将有关政策内容划分为师德建设、师资补充、生活待遇、教师编制、职称评聘、城乡流动、能力素质、荣誉制度八大主题,将政策工具划分为命令型、激励型、能力建设型、系统改革型和劝诫型五大类型。通过研究发现,我国乡村教师政策体系初步确立,但部分建设领域政策供给相对缺失;国家相关部门联合颁布乡村教师政策,但参与主体聚类形式单一;政策工具组合类型多元,但系统化协作程度不高;政策工具使用重心迁移,但命令型工具的使用仍旧过溢。优化我国乡村教师政策,应该关注乡村教师队伍建设薄弱领域,完善政策供给体系;协同多方主体参与建言献策,实现决策正向“激励相容”;依循“整体-部分”建构理路,促进政策工具配置系统化、科学化;强化政策工具监管评估,兼顾长期效益和短期效益。
As a comprehensive education and livelihood project,the construction of the rural teacher workforce is an important aspect of promoting the strategy of rural revitalization and deepening educational reform.From the perspective of policy instruments,this paper establishes a two-dimensional analytical framework consisting of“classification of rural teacher policy instruments(X-axis)”and“construction of rural teacher workforce(Y-axis)”.It systematically investigates and quantitatively analyzes rural teacher policies in China in the 21st century.The relevant policy contents are classified into eight main themes:professional ethics development,teacher supply,living conditions,teacher establishment,professional title evaluation,urban-rural mobility,competency and qualities,and honor systems.The policy instruments are classified into five major types:command,incentive,capacity building,systematic reform,and advisory.Research findings indicate that China s rural teacher policy system has been preliminarily established,but there is a relative lack of policy supply in certain construction areas.While relevant national departments jointly issue rural teacher policies,there is a lack of diversity in the forms of participation by stakeholders.The combination of policy instruments is diverse,but the level of systematic collaboration is not yet high.The focus of policy instrument usage has shifted,but the use of command-type instruments still tends to be excessive.To optimize China s rural teacher policies,attention should be paid to weak areas in the construction of the rural teacher workforce,and the policy supply system should be improved.Multiple stakeholders should be involved in collaborative decision-making processes to achieve positive“incentive compatibility”.Following the principle of“whole-part”construction,the systematic and scientific allocation of policy instruments should be promoted.Additionally,strengthening the supervision and evaluation of policy instruments should consider both long-term and short-term benefits.
作者
陈荟
李晨程
CHEN Hui;LI Chencheng(Center for Studies of Education and Psychology of Ethnic Minorities In Southwest China,Southwest University,Chongqing 400715,China)
出处
《教师教育学报》
2024年第1期100-110,共11页
Journal of Teacher Education
基金
国家社会科学基金项目“中华民族共同体视域下西南民族杂居区教育发展路向研究”(20BMZ080),项目负责人:陈荟。
关键词
乡村教师政策
乡村振兴战略
政策工具配置
政策效益
政策评估
rural teacher policy
rural revitalization strategy
policy instrument allocation
policy benefits
policy assessment
