教育治理现代化视野下民族地区乡村教师队伍建设的路径研究

Study on the Path of the Construction of Rural Teachers Team in Ethnic Areas under Modernization of Educational Governance

教师队伍治理是教育治理现代化的核心和关键。受经济水平、文化特质以及既有教师政策等因素影响,民族地区教育治理现代化目标实现的明显短板在于乡村教师队伍建设。教育治理现代化的民主化、法治化、科学化,是民族地区乡村教师队伍建设中激发乡村教师参与教育治理、保障乡村教师合法权益、促进乡村教师融入乡村社会的价值依存。在与乡村社会和谐共生中成为铸牢民族共同体思想的基层主要力量和自主发展者,是民族地区教育治理现代化对乡村教师身份的应然要求。但民族地区的乡村教师队伍目前存在思政素质不高、配置结构不合理、政策目标体系失灵等问题。基于此,教育治理现代化视野下民族地区乡村教师队伍建设的路径有:建立制度秩序与内生活力并存的民主治理体系;完善乡村教师队伍治理的针对性法制体系;建构乡村教师队伍素质结构的民族性标准;促进乡村教师与乡村社会的深度融合等。

The key of the modernization of education governance is the management of teachers.Affected by economic level,cultural characteristics and existing teachers’ policies,the most obvious weakness of the modernization goal of education governance in ethnic areas lies in the construction of rural teacher resources. The democratization,legalization and scientization of the modernization of educational governance are the value reliance of stimulating rural teachers to participate in educational governance,protecting the legitimate rights and interests of rural teachers and promoting their integration into rural society. In the harmonious symbiosis with the rural society,it is the primary strength and independent professional developer of the ethnic community thought,and the requirement of the rural teacher’s identity in the process of the modernization of education governance in the ethnic areas. However,the construction of rural teachers resources in ethnic areas has some difficult problems in the process of modernization of educational governance,such as low ideological and political quality,unreasonable configuration structure and failure of policy target system. Based on these,there are some pathways to build rural teachers’ team in ethnic areas under the viewpoint of modernization of educational governance: to establish a democratic governance system with the coexistence of institutional order and internal living power;to enhance the targeted legal system for the governance of rural teachers;to construct the ethnic standard of the quality structure of rural teachers;and to promote the profound integration of rural teachers with rural society.