民族贫困山区农村幼儿教师配置的困境与纾解——基于黔西北乌蒙山区的调查分析  

On the Predicament and Solutionof the Allocation of Rural Kindergarten Teachers in Poverty-stricken Mountainous Regions of Minorities: Based on the Investigation on Wumeng Mountain Regionin Northwest Guizhou Province

作　　者：张有龙[1] 杨晓萍[1] ZHANG You-long, YANG Xiao-ping(Faculty of Education, Southwest University, Chongqing 400715, Chin)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《贵州民族研究》2018年第2期252-256,共5页Guizhou Ethnic Studies

基　　金：重庆市人文社科重点研究基地重大项目"学前教育持续健康发展长效机制研究"(项目编号:JDZB201602);贵州省一流大学重点建设项目"教育学一流课程"(项目编号:黔教高发[2017]158号)

摘　　要：加强农村幼儿教师队伍建设是民族贫困山区夯实教育精准脱贫根基的基础性工程。"十二五"期间,地处黔西北乌蒙山腹地的毕节市农村幼儿教师队伍建设取得了初步成效,但仍存在诸如农村幼儿教师的独特地位在国家政策体系中未得到足够重视、教师队伍缺口很大且极不稳定、专业化水平不高以及待遇低等突出问题。为进一步优化幼儿教师配置,应科学处理基础建设与教师队伍建设的关系,持续探索与创新教师培养及补充机制,健全完善教师专业发展服务支持体系,以及切实提高教师薪酬待遇。Strengthening the construction of rural kindergarten teachers is a fundamental project forconsolidatingthe foundation of targeted poverty alleviation ofeducationin poverty-strickenmountainous regionsof minorities. During the ＂Twelfth Five-Year Plan＂ periods, the construction of rural kindergarten teachers in Bijie Cityhas achieved initial effectiveness.However, there are still prominent issues for rural kindergarten teachers such as unvalued status in the national policy systems, lack of quantity, high wastage rate, low level of specialization and low treatment. Government should optimize the allocation of rural kindergarten teachers, through scientifically handling the relationship between the construction of kindergarten basic conditions and teaching staffs, continuing to explore and innovate the mechanism of training and supplement, improving the supported systems of professional development, and effectively increasing the remuneration.

关 键 词：民族贫困山区 农村幼儿教师 配置优化 

分 类 号：G642.0[文化科学—高等教育学]