统筹城乡教育综合改革背景下成都市教师队伍建设的分析与探讨  

Analysis of Teaching Staff Construction under the Background of Comprehensive Reform of Urban and Rural Education in Chengdu

作　　者：罗哲[1] 

机构地区：[1]四川大学公共管理学院,四川成都610064

出　　处：《教育与教学研究》2015年第10期1-4,共4页Education and Teaching Research

摘　　要：成都市统筹城乡教育综合改革实践经历了"自主实践—全域视角—优质均衡"三个阶段,教师队伍的建设始终被放在十分重要的位置。这期间对于教师队伍建设的探索经历了"倾斜农村—一元管理—交流共享"三个阶段,主要集中在城乡教师队伍数量合理充足、质量共同提升、构建完善激励保障体系等几个方面,逐步形成了"市域统筹、行政推动、利益调动、专业带动"的城乡教师资源配置方式。成都市具有"大城市带大农村"的基本市情,其"统规划、调数量、提质量、保激励、重管理"的实践总结,为其他具有同样特征的地区乃至全国提供了宝贵的经验和参考。Comprehensive reform of urban and rural education in Chengdu has gone through three stages,＂Independent Practice-Overall Perspective-Quality Balanced＂. Teaching staff construction,as an important part,has experienced three phases,＂Countryside Tilting-Unified Management-Exchange and Sharing＂. The main measures aim at the volume,structure,quality and incentive mechanism of building teaching staff. Thus,Chengdu finds a mode of urban and rural teacher resources allocation which includes the following features： unity,administrative promotion,benefits transfer and professional driven. The practical experience of establishing teaching staff in Chengdu can be summarized as follows： unified planning,structural adjustment,improve the quality,motivation guarantee and attention to management. Chengdu has a basic situation which called＂big city with a big countryside＂,so this practice will provide references to other regions and even all over the China.

关 键 词：统筹城乡教育 教育综合改革 教师队伍建设 成都教育 

分 类 号：G451.2[文化科学—教育学] G527.71[文化科学—教育技术学]