我国乡村教师政策的历史回溯与发展进路  

History and Development of the Policies for Rural Teachers in China

作　　者：王钢[1,2] 蒋亦华 WANG Gang;JIANG Yihua(Teacher Education Collaborative Innovation Research Center,Huaiyin Normal University,Huai’an,Jiangsu,223300;School of Public Policy and Management,China University of Mining and Technology,Xuzhou,Jiangsu,221116,China)

机构地区：[1]淮阴师范学院教师教育协同创新研究中心,江苏淮安223300 [2]中国矿业大学公共管理学院,江苏徐州221116

出　　处：《盐城师范学院学报（人文社会科学版）》2024年第6期73-78,共6页Journal of Yancheng Teachers University（Humanities & Social Sciences Edition)

基　　金：江苏省社科基金项目“卓越师范生协同培养模式研究”(20JYB009)。

摘　　要：新中国成立以来,我国乡村教师政策表现出明显的阶段性特征。从政策现象、政策问题、政策价值负载等三个维度解读,意境显著不同。未来的政策设计应重新划分乡村中小学教师专业成长的阶段,强化乡村教师职前培养的乡土化模式,进一步完善乡村教师补充政策、评职评优的制度设计和培训的政策设计,持续优化乡村教师政策的呈现方式。Since the establishment of the People’s Republic of China,the history of policies for rural teachers in China can be divided into apparently different stages.The characteristics of policies can be studied from the policies themselves,the problems to be addressed in the policies,and the impact of policies.In the design of future policies,we need to redivide the stages of professional development of rural primary and secondary school teachers,strengthen the localized mode of pre-service training for rural teachers,improve the policy design for recruiting rural teachers,the system design for job evaluation and training,and continuously optimize the policies for rural teachers.

关 键 词：乡村教师政策 政策设计 制度设计 乡土化模式 

分 类 号：G525.1[文化科学—教育学]