后脱贫时代“一村一幼”教师职业生存状态研究——以凉山彝区为例

Study on the"One Village One Preschool"Survival Status of Teachers in the Post-Poverty Era:Take Yi Region of Liangshan as an Example

四川省凉山彝族自治州在实施“一村一幼”项目后,学前教育快速发展,学前教育师资“下得去”的问题基本解决,但师资的稳定性仍面临较大挑战。教师职业生存状态关系到教师能否“留得住、教得安”。“一村一幼”教师职业生存状态面临:职业热情与现实生活博弈;身份不明,前途迷茫;工资待遇低,缺乏保障;环境条件艰苦的困境。凉山彝区学前教师队伍建设需要从制度立场、待遇立场、专业立场和文化立场中定位和设计改进思路,通过依法签订劳动合同,明确聘期责任与权益;制定符合实际的编制、薪酬社保政策;提供培训机会与资助;发挥彝族传统家支教育作用等途径形成健康长效的教育脱贫机制。

As China’s economy and society enter the post-poverty alleviation era,preschool education in ethnic minority areas will open a new anti-poverty journey.After the implementation of the"one village,one kindergarten"project in Liangshan Yi Autonomous Prefecture,Sichuan Province,preschool education has developed rapidly,and the number of preschool teachers has been effectively increased,but the stability of teachers still faces great challenges.The survival status of the teacher profession is related to whether the teacher can"retain and teach safely".The professional survival status of teachers in"One village,One kindergarten"is faced with:the game of professional enthusiasm and real life;unclear identity and confused future;low salary and lack of security;and the dilemma of difficult environmental conditions.During the"14th Five-Year Plan"period,the construction of the preschool teacher team in Liangshan Yi District needs to be positioned and designed from the institutional stance,treatment stance,professional stance and cultural stance,and through the signing of labor contracts in accordance with the law,the responsibilities and rights of the employment period are clarified;the actual establishment and salary social security policies are formulated;training opportunities and funding are provided;and the role of traditional Yi family education is brought into play to form a healthy and long-term education poverty alleviation mechanism.