基于教师信念视角的乡村教师支持计划政策分析——以少数民族地区乡村教师为例

Analysis on the Policies of the Plan for Supporting Rural Teachers from the Perspective of Teacher's Belief——Taking the Rural Teachers in Ethnic Minority Areas as Example

本研究从教师信念的视角出发,以少数民族地区乡村教师这一特殊群体为例,分析了乡村教师支持计划这一全国性政策及其在各地的实施方案。文章首先梳理了教师信念的内涵,指出教师信念是教师作为人的个人信念系统中的一部分,其形成与改变是一种具有持续系统性、环境条件性和时间条件性的反应;我国少数民族乡村教育面临巨大挑战,教师在其中扮演重要角色,乡村教师支持计划在少数民族地区的实施,依赖于教师信念的建立、维持和发展。然后在教师信念视角下对该计划及其在八个少数民族集中的典型地区的实施方案予以了探讨,揭示了其积极影响与存在的不足;提出应建立完善职前教师教育的教师信念培养体系、以持续发展为基础的职后教师信念培养体系、少数民族地区乡村教师全方位支持服务体系以及教师信念研究与监测体系,以帮助少数民族地区乡村教师建立与发展教师信念,从而更有效地实现乡村教师支持计划的政策目标。

This paper analyses the policy of the Plan for Supporting Rural Teachers（ the Plan） and its implementation in local level from the perspective of teacher＇s belief,and takes rural teachers in ethnic minority area as example. Firstly,the paper reviews the connotation of teacher＇s belief as a part of personal belief,and reveals that the formation and change of teacher＇s belief is a sustained systematic reaction which responds to environment and time conditions. There is a series of huge challenges in rural education in ethnic minority areas,and teachers are playing important roles. The realization of the Plan relies on the establishing,maintaining and developing teacher＇s belief. This paper examines the implementation plans in eight typical provinces with different ethnic groups and points out the contribution and defect on establishing teacher＇s belief. Teacher＇s belief in ethnic minority rural area needs constant attention from multiple parties.