村校微观问题样态与管理回应--基于从教36年村小教师的口述

The Problems and Suggestions in Rural Schools——Based on the Oral Description of a Senior Teacher in Rural School

对村校微观问题样态的描述和分析具有重要的政策参考价值。通过对一位从教36年村小高级教师的访谈发现:农村教育政策过程存在"微观障碍";村校布局调整的直接受益主体是学校和政府而非家庭;村校留人机制表现出明显的"社会性"而非"经济性";教师管理存在授权自主和加强干预的选择性困境;村校教师存在"45岁退休"现象;村校教师收入的参照系是同村村民而非城镇教师。针对以上问题可以从以下四个方面给予管理上的主动回应:第一,利用重要科研平台为农村教育管理提供专业支持;第二,建立中国农村教育综合数据库为农村教育决策提供基础数据支持;第三,注重农村教育政策生成的"自下而上"逻辑,建立村校管理信息上报制度;第四,努力实现教师队伍由"人事管理"向"人力资源管理"转变。

Describing and analyzing micro-problems in rural schools has important policy value. Using interview research method,we visited a senior teacher who has been teaching in rural region for 36 years. We find that there are some micro-difficulties in implementing the policies of rural education,schools and government instead of families benefit from the adjustment of rural schools,the mechanism of retaining teacher shows more social features than economic ones,the mode of teacher management faces the dilemma between authorized independent and strengthening intervention,there exists a phenomenon that the rural teachers retire at age 45,the frame of reference of rural teacher＇s income is their villagers rather than teachers in the city. Therefore,we suggest that：（1） some important scientific research platforms should be used to provide professional support for rural education management,（2） building Chinese rural education comprehensive database to provide data support for rural education policy,（3） government should emphasize the from-bottom-to-top policy logic and build a reporting system of management information of rural school,（4） to transform the management mode of teachers from the＂personnel management＂to the＂human resource management＂.