从美国教师流动激励政策看我国城市薄弱学校的改进  

The Implications of American Teacher Transfer Incentives on China's Weak Urban Schools Improvement

作　　者：蔡永红[1] 雷军[1] 申晓月[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《比较教育研究》2014年第12期68-73,共6页International and Comparative Education

摘　　要：薄弱学校建设对我国义务教育均衡发展至关重要。美国"人才流动激励"(TTI)政策遵从"自下而上"的设计理念,基于薄弱学校实际需求和教师自愿的原则,实现"输入校"和"输出校"之间的供求匹配。我国城市薄弱学校的改进,需要进一步规范教师流动政策:明确"输入校"和"输出校"的划分标准,规范流动教师的能力要求;以薄弱学校的需求和教师发展为本,自下而上制订流动计划,明确教师流动的程序规范和实质规范,重视对高质量教师的流动激励;构建校际间或区域网络研修平台,构建各种形式的教师流动支持体系,加强教师之间及校际间交流;完善流动教师评价制度,加强教师流动实效的追踪研究。eak schools＇ improvement is crucial to balanced development of compulsory education in China.United States ＂Talent Transfer Incentive ＂ （TTI） policy followed the ＂bottom up＂ design concept, based on actual demand of weak school and teachers volunteering, matched supply and demand between ＂input school＂ and ＂output school＂. It is necessary to further regulate teachers transfer policy for improving China urban weak school： defining the classification criteria of＂input school＂ and ＂output school＂ and standardizing transfer teachers＇ com- petencies requirements; developing transfer plans from the bottom up according to weak school needs and teachers development, formulating procedure norm and essence norm of teachers transfer, and attaching importance to pro vide incentives to quality teachers＇ transfer. It is also necessary to build interschool or regional network workshop and to construct various forms of teachers transfer support system for strengthening interchange and schools;to perfect transfer teachers evaluation system and strengthen the track studies on the teachers transfer.

关 键 词：美国 教师流动 薄弱学校 人才流动激励 

分 类 号：G451.2[文化科学—教育学]