新中国成立70年乡村教师发展回顾与启示  

The Historical Review and Revelation of Rural Teachers’Development since 1949

作　　者：席梅红[1] XI Meihong(Basic Education Research Lab, Guangdong Academy of Education, Guangzhou, Guangdong, 510035, P.R.China)

机构地区：[1]广东省教育研究院基础教育研究室,广东广州510035

出　　处：《广东第二师范学院学报》2021年第2期23-33,共11页Journal of Guangdong University of Education

基　　金：2019年国家社科一般项目(教育学)“新中国成立70年乡村教师发展的历史变迁”(BHA190128)。

摘　　要：以新中国成立70年历程中的关键事件为节点,分析乡村教师队伍从壮大、规范到创新发展的曲折历程,可以将乡村教师队伍的发展划分为探索发展期、急速发展期、规范发展期、重视提升期、过渡调整期、改革发展期和黄金发展期。民办教师的出现与退出、重视师德建设、教师政策的倾斜以及师范教育的长足发展,是乡村教师70年发展沉淀的宝贵经验。新时代建设高素质专业化创新型的乡村教师队伍,应提升乡村教师地位,赋予乡村教师使命感和荣誉感;加强乡村教师师德建设,激励乡村教师坚守和奉献;创新乡村教师管理体制,适应乡村振兴的需求与期待;聚力发展地方师范院校,建立完备的乡村教师需求供给体系。According to some certain key events in the seventy-year history of development in China,the development of rural teachers is divided into seven period,namely exploring development period,rapid development period,standard development period,emphasize and improvement period,transiting adjustment period,innovating development period,golden development period.It’s found that the appearance and withdrawal of private teachers,the construction of teacher ethics,the tilt of teacher policy and the rapid development of normal education are the precious experience of rural teachers'70 years of development.To build a high quality,professional rural teachers in the new era,we should enhance the status of rural teachers and endow them with a sense of mission and honor,strengthen the construction of rural teachers'ethics to encourage rural teachers contribute,innovate the management system of rural teachers to meet the needs and expectations of rural revitalization,develop local normal colleges and establish a complete system of rural teachers'demand and supply.

关 键 词：新中国成立70年 乡村教师 历史回顾 经验借鉴 

分 类 号：G529[文化科学—教育学]