从“碎片化运作”到“整体性治理”:县域乡村教师专业支持体系的效能优化

From“Fragmented Operation”to“Holistic Governance”:Efficiency Optimization of County and Rural Teachers’Supporting System

教师专业发展是在自为与外塑交互作用下实现的,高效能的支持体系是教师获得外部支持的前提,乡村教师亦是如此。当下的县域乡村教师支持体系,由于历史与现实的原因陷入要素、内容和组织的碎片化困境,表现为公共性与专业性的冲突、主体性与工具性的疏离和科层化与自组织的失衡。常州的三个案例表明,置于整体性治理思维框架下,通过关注整体、系统支持和协调行动等三个方面的行动策略,可以有效消除乡村教师支持体系中碎片化运作带来的弊端。

Teachers’professional development is achieved by the interaction of self-reliance and external shaping.A highly efficient supporting system is the premise for teachers to gain external support,which is true for rural teachers.Due to historical and practical reasons,the current supporting system for rural teachers is in the dilemma of fragmentation of elements,content and organization,which is manifested in the conflict between publicity and professionalism,the alienation between subjectivity and instrumentation,and the imbalance between bureaucracy and self-organization.The three cases in Changzhou show that under the conceptual framework of holistic governance,the disadvantages in fragmented operation can be eliminated by paying attention to holistic and system support and coordinated action.