“后撤点并校时代”山区农村小学师资配置研究——以四川省通江县麻石学区为例

On the Disposition of Rural Primary School Teachers in Mountainous Areas in “Post-Dismantling Teaching Points and Combining Schools Era”——A Case Study of Mashi School District in Tongjiang County of Sichuan Province

本文以位于大巴山山区的通江县麻石学区为例,通过田野研究,发现撤点并校后山区农村小学师资配置存在"量高质低"、校际差异明显两大特征。受此影响,山区农村小学教师职业倦怠问题突出,教师内部矛盾加剧,和谐的家校关系遭受重创。就此,本文提出结合"以课定师"及"以班定师"原则优化山区农村小学师资配置,并利用需求层次理论和"双因素"理论来完善山区农村小学教师激励机制,促进山区农村小学师资配置无限趋近于"帕累托最优"状态,推动山区农村教育均衡发展。

Taking the case of Mashi school district in Tongjiang County of Daba mountain region as an example,the author,by conducting the field research,found the disposition of rural primary school teachers in mountainous areas presented two characters after the policy of dismantling teaching points and combining schools takes effect. The first one is＂large in quantity＂and＂poor in quality＂,and the second one is there are distinct differences between different schools. The two characters gave rise to severe job burnout for rural primary school teachers. Internal contradictions among teachers were intensified and the harmonious relationships between parents and schools were heavily damaged. Based on these,this paper put forward to optimize the disposition of rural primary school teacher under the principle of selecting teachers according to courses and selecting teachers according to classes. The author applied Maslow＇s hierarchy of needs and Herzberg＇s two-factor theory in improving the incentive mechanism of rural primary school teachers so as to promote the disposition of rural primary school teachers to approach illimitably to the Pareto Optimality and advance the balanced development of education.