义务教育阶段教师交流的问题及对策分析——以国家统筹城乡改革试验区为例

The Issues of K-12 Teachers Exchange and Its Countermeasures——Taking the Experimental Area of Urban and Rural Reform in the Country as an Example

教师交流是推进义务教育均衡发展和实现教育公平的重要措施。以国家统筹试验区成都市为例,采用统计分析的方法,发现我国义务教育阶段教师交流中的新问题是:乡镇教师对交流政策的认识度显著低于城区老师,城区教师对目前交流的激励与保障机制的满意度比乡镇教师偏低,学生与教师在交流时间上存在较大分歧,交流教师对教学效果的态度过于乐观,而且交流形式化、交流政策落实不到位等一些老问题依然存在。新问题的主要原因在于乡镇教师对交流政策的解读不够,城区教师在交流中付出的机会成本较高,学生难以适应短时间的教师交流;老问题还未能解决的主要原因是交流政策缺乏总体设计和科学有效的选拔评价机制,激励与保障机制不健全。针对以上新老问题,对策是提高乡镇教师的认识度、建立资源共享机制、确定总体设计和完善选拔考核制度、设立专项经费等。

Teacher exchange is critical to promote the balanced development of K-12 education,and is helpful to realizethe goal of educational equity. The study takes Chengdu,the national pilot city,as an example,using the method ofstatistical analysis to investigate the issues of teacher exchange quantitatively. The study finds new problens,including theteachers from rural areas have significantly lower awareness of teacher exchange policy,the teachers from urban areas have lower degree of satisfaction towards the incentive mechanism,students and teachers have different opinions regarding theduration of exchange,teachers hold over optimistic attitude towards their teaching outcomes. The study also finds that someold problems still exists,such as the ineffective implementation of the policy. The causes of the new problems are that theteachers from rural areas can＇t fully understand the exchange policy,the teachers from urban areas are more likely to loseopportunities if they move to rural areas,students can hardly adapt to frequent change of teachers. The main causes of theold problems are that the teacher exchange program lacks the appropriate comprehensive arrangement,the effective selectionand evaluation system,and the incentive mechanism. The study proposes that in the future we should improve the awarenessof teachers from rural areas, establish resource sharing system, design comprehensively,establish effective selectionand evaluation mechanism,and set up a national special fund for the program.