新中国成立70年城乡义务教育师资配置政策的回顾与反思

The Review and Reflection on the Faculty Allocation Policies for Urban and Rural Compulsory Education over the Past 70 Years since the Founding of the People's Republic of China

新中国成立70年我国城乡义务教育师资配置政策制定与实施经历了艰难探索期、初步确立期、稳中推进期和全面发展期四个阶段。各阶段逐步形成各自独有的师资政策文件与体系,政策内容展现了相对完整的城乡教师评价体系,政策价值取向由注重"数量"转化为提升"质量"。与此同时,存在政策执行缺少对教师的动态管理,政策制定缺乏发展长效性以及政策内容缺乏灵活性等问题。在新时代发展背景下,建立城乡义务教育师资发展动态管理库,确保城乡义务教育师资配置政策的长效性,强化城乡义务教育师资配置政策内容的可操作性应成为我国城乡义务教育师资配置政策未来发展的着力点。

Over the past 70 years since the founding of the People’s Republic of China, the formulation and implementation of the faculty allocation policies for urban and rural compulsory education have gone through four stages: the difficult exploration period, the initial establishment period, the stable promotion period and the comprehensive development period. Over the past 70 years, each stage has gradually formed its own unique teacher policy documents and systems, and the policy contents have shown a relatively complete evaluation system for teachers in urban and rural areas, while the policy value orientation has changed from "quantity" to "quality". However, some problems still exist, such as the lack of dynamic management of teachers in policy implementation, the lack of long-term development in policy formulation and the lack of flexibility in policy content. Under the background of the development in the new period, establishing database to dynamically manage the development of teachers, ensuring the sustainability of policies, and strengthening the maneuverability of the content of policies should be the acting points for the future development of faculty allocation policies for urban and rural compulsory education in China.