我国编外教师问题及政策启示  

The Issue of Irregular Teachers in China and Its Policy Implications

作　　者：方征[1] 葛新斌[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《教育理论与实践》2010年第8期32-36,共5页Theory and Practice of Education

基　　金：国家社会科学基金教育学青年课题(课题批准号:CHA090128);广东省文科重点研究基地重大课题(课题批准号:06JDXM88001);广东省哲学社会科学规划教育学研究青年项目(课题批准号:08SJQ006)的研究成果

摘　　要：从上世纪50年代初开始,我国编外教师的发展经历了代课教师与民办教师并存、以代课教师为主、只允许临聘教师存在三个阶段。2000年后,编外教师的分布呈现出城填比例增加、农村比例减小、东中西部地区差异加剧及以初等教育学段为主的趋势。只有增加教育经费投入,完善教育财政拨款体制,增强科层组织间权力分享与权力结构重组,确保合格师资的有效供给,才有可能从根本上治理编外教师问题。Since the 1950＇s, irregular teachers have experienced three stages： substitute teachers and community teachers coexisted, substitute teachers were the main force and only temporary teachers were permitted. After 2000, the distribution of irregular teachers presented the trend of increased proportion in the cities, decreased proportion in the rural areas, the intensified east-middle-west regional differences, and mainly in the elementary schools. To solve the problem of irregular teachers completely, we must strengthen the power division among bureaucratic supply of teachers. increase the education funds, perfect the fiscal appropriation system, organizations and the power reorganization, and ensure the effective

关 键 词：编外教师 教育经费投入体制 权力 教师任用制度 

分 类 号：G451[文化科学—教育学]