美国偏远地区教师保留策略及启示——以阿拉斯加州为例  

The Strategy and Enlightenment of Teacher Retention in Remote Areas——Take Alaska as an Example

作　　者：于洋[1] 郭潇 YU Yang;GUO Xiao(School of Education,Hubei University,Wuhan,Hubei,430000,China)

机构地区：[1]湖北大学教育学院,湖北武汉430062

出　　处：《教师教育研究》2021年第4期122-128,共7页Teacher Education Research

基　　金：国家社科基金教育学青年项目“中国与世界主要国家教育绩效的比较及影响因素研究”(CGA180247)的阶段性成果。

摘　　要：近年来,美国偏远地区中小学教师严重流失所导致的人力资本浪费、学生学业成绩下降、城乡教育差距扩大等,已成为制约美国教育均衡发展的难题。对此,美国各州纷纷提出应对措施,其中,阿拉斯加州的教师保留政策成效最为显著。阿拉斯加州在面对区域短板和师资短缺的双重压力下,立足增加人力资本获得和改善学校条件两大战略导向,增培本土教师、定向招聘、实施"新教师助推计划"和"冒险计划"、提升校长魅力和教师归属感,为当地教师保留和专业成长提供坚实的政策支撑。我国西部及偏远地区要因地制宜地提高教师工资福利、定向培养、建立教师留任内驱机制、鼓励教师创新融通、提升专业发展水平,确保教师"下得去""留得住"。In recent years,the waste of human capital caused by the serious loss of teachers in remote areas of elementary and secondary schools,the decline of students’academic performance,and the widening gap between urban and rural areas have become problems that limit the balanced development of education in the United States.In response,various states have proposed measures,among which Alaska’s teacher retention methods has been the most effective.Alaska has adopted two strategic directions:increasing human capital acquisition and improving school conditions,training more local teachers,targeted recruitment,implementing‘new teacher booster program’and‘Supportive Risk-taking’,and improving teachers’sense of belonging.In the western and remote regions of China,we need to improve teacher salaries and benefits,provide targeted training,establish internal mechanisms for teacher retention,encourage teacher innovation and integration,and enhance professional development to ensure that teachers can stay at there.

关 键 词：美国 教师保留 教师流失 阿拉斯加州 

分 类 号：G659.712[文化科学—教育学]