“十四五”时期我国乡村教师队伍建设:主要形势与重点任务  

The Construction of Teacher Team in Rural China During the“14th Five-Year Plan”Period:Main Situation and Key Tasks

作　　者：付卫东[1] 曾新[1] Fu Weidong;Zeng Xin(Collaborative Innovation Center for Informatization and Balanced Development of Basic Education of Central China Normal University,Wuhan 430079,Hubei)

机构地区：[1]华中师范大学信息化与基础教育均衡发展省部共建协同创新中心,湖北武汉430073

出　　处：《中国电化教育》2020年第11期119-124,145,共7页China Educational Technology

基　　金：教育部“十四五”规划研究课题“‘十四五’时期教师队伍建设的阶段性特征和重点任务研究”(课题编号:SSW202014)阶段性研究成果。

摘　　要：振兴乡村教育,乡村教师是关键之中的关键。“十三五”时期,我国乡村教师队伍建设取得了举世瞩目的成就,但也存在短板和不足。“十四五”时期,党和国家高度重视乡村教师队伍建设,世界主要国家和地区高度重视教师质量,教育信息化2.0也给我国乡村教师队伍建设提出了新的要求。为此,特提出优化乡村教师队伍建设投入机制、大力提升乡村教师社会地位和工资待遇、着力破除乡村教师管理体制障碍、进一步优化乡村教师资源配置等建议。Rural teachers are the key to revitalizing rural education.During the“13th Five-Year Plan”period,our country’s rural teacher team construction has made world-renowned achievements,but there are also shortcomings and deficiencies.During the“14th Five-Year Plan”period,the Party and the state attached great importance to the construction of rural teachers,and the emphasis on the quality of teachers became the mainstream trend of international education development.The era of education information 2.0 also brought new requirements to the construction of rural teachers in our country.For this reason,it is specially proposed to optimize the investment mechanism for the construction of the rural teacher team,vigorously improve the social status and wages of rural teachers,strive to break the barriers of the rural teacher management system,and further optimize the allocation of rural teacher resources.

关 键 词：“十四五”时期 乡村教师 形势 任务 

分 类 号：G434[文化科学—教育学]