城乡教育共同体建设的现状调查与对策思考——基于浙江省7个县(区)5463名教师的实证调查  

Investigation and Strategies on the Construction of Urban-rural Educational Community——A Survey Based on 5463 teachers in 7 Counties of Zhejiang Province

作　　者：李茂森[1,2] 刘靖琬 Li Mao-sen;Liu Jing-wan(School of Teachers'Education,Huzhou University,Huzhou 313000,China;Zhejiang Rural Education Research Center,Huzhou 313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]湖州师范学院浙江省乡村教育研究中心,浙江湖州313000

出　　处：《教师教育论坛》2023年第3期28-33,共6页Teacher Education Forum

基　　金：2016年度国家社科基金一般项目“县域内城乡流动教师身份认同的影响因素及其政策支持研究”(项目编号:16BGL173),主持人:李茂森。

摘　　要：城乡教育共同体建设是加快实现乡村教育振兴和教育共同富裕的重要举措。但当前大多数教师并不了解城乡教育共同体;对政策目标的认识在预期与现实之间存在较大反差;教师愿意参加流动但依然缺少稳定的归属感;担忧乡村学校特色化、在地性的内生发展难以落地;以及教育共同体学校合作教学教研活动频度和质量有待提升。为此,要纵深推进城乡教育共同体建设实践,建议采取五个方面的应对策略:一是加强顶层设计,研制教育共同体建设的标准体系;二是改进交流制度,深化教育共同体内部的教师交流;三是提升政策认同,激活校领导和教师的能动性;四是调整组织架构,促进管理体系改革赋能教育共同体;五是加速文化融合,促进城乡学校的共生发展。The construction of urban-rural education community is an important measure to accelerate the revitalization of rural education and common prosperity of education.A questionnaire survey conducted among 5463 teachers in 7 counties of Zhejiang Province shows that most teachers have a positive attitude while they don't know much about urban-rural education community,and there is a big contrast between expectation and reality in the perception of policy objectives.Moreover,teachers are willing to participate in mobility but still lack a stable sense of belonging,and it is difficult to realize the characteristic development and locally endogenous development of rural schools,and it is necessary to improve the frequency and quality of cooperative teaching and research activities in the schools of urban-rural educational community.Therefore,to further promote the construction of urban-rural education community,five strategies are suggested as following:First,reinforce the design of top level and develop a standard system for the construction of educational community;Second,improve the exchange system to deepen the communication among teachers within education community;Third,promote policy identity to activate the initiative of school leaders and teachers;Fourth,adjust the organizational structure and make the reform of management system to enable the development of education community;Finally,accelerate cultural integration and promote the symbiotic development of urban and rural schools.

关 键 词：城乡教育共同体 教育优质均衡 城乡学校 

分 类 号：G459[文化科学—教育学]