共同富裕背景下乡村教师队伍建设:内涵意蕴、价值取向、实现路径  

The Development of Rural Teachers in the Context of Common Prosperity:Connotation,Value Orientation and Realization Path

作　　者：蔡馨宇 王汉灵 林一钢[1] CAI Xinyu;WANG Hanling;LIN Yigang(College of Education,Zhejiang Normal University,Jinhua 321004,China;Management Office of Logistics,Shaoxing University,Shaoxing 312000,China)

机构地区：[1]浙江师范大学教育学院,浙江金华321004 [2]绍兴文理学院后勤管理处,浙江绍兴312000

出　　处：《湖州师范学院学报》2024年第6期25-33,共9页Journal of Huzhou University

基　　金：2022年度浙江省高等教育学会一般课题(KT202391);浙江师范大学2023年教育共富研究课题(23JYGF26)。

摘　　要：乡村教师是乡村教育的重要资源。加强乡村教师队伍建设是实现城乡基本公共教育服务均衡化和推动城乡教育共富的关键。在扎实推进共同富裕的背景下,乡村教师队伍建设呈现出追求整体高质量发展、促进教师物质精神双富、遵循共建共享原则、循序渐进推进的内涵意蕴。乡村教师队伍建设以道德性为基本价值取向,以文化性为根本价值取向,以专业性为核心价值取向,以现代性为目标价值取向。改革评价制度,唤醒乡村教师主体性意识;拓宽反馈渠道,探索乡村教师队伍多元协同治理体系;立足本土化培育,加强乡村教师精神文明建设;推进教育数字化,确保乡村教师发展管理精准化,是乡村教师队伍建设的实现路径。Teachers are an important resource for rural education.Strengthening the development of rural teachers is the key to achieving a balance between urban and rural basic public education services and promoting the common prosperity of urban and rural education.In the context of promoting common prosperity,the development of rural teachers presents the connotations of pursuing overall high quality,promoting the material and cultural prosperity of teachers,following the principle of co-construction and sharing,and progressing step by step.The development of rural teachers is based on morality as the basic value orientation,culture as the fundamental value orientation,professionalism as the core value orientation,and modern education as the target value orientation.The paths to the development of rural teachers include reforming the evaluation system to awaken the sense of subjectivity of rural teachers;broadening feedback channels for a diversified and collaborative governance system of rural teachers;strengthening the cultural and moral development of rural teachers based on local education;and promoting a digital approach to education to ensure the precision of rural teacher development and management.

关 键 词：共同富裕 乡村振兴 乡村教师队伍建设 内涵意蕴 价值取向 

分 类 号：G525.1[文化科学—教育学]