新世纪我国乡村教师政策研究:问题域、主要偏失与未来进路

Research on China’s Rural Teacher Policies in the New Century:Problem Domains,Main Deviations and Future Approaches

新世纪我国乡村教师政策研究主要集中于政策解读、政策评价、改进建议等问题域。目前,我国乡村教师政策研究的主体囿于高校教师;研究内容多关注整体性政策制定,缺乏关注地方性政策及政策执行;研究方法以传统的思辨方法为主,多学科研究范式尚未真正形成。展望我国未来的乡村教师政策研究,应着力构建乡村教师政策研究共同体,开展“有组织科研”;加强乡村教师地方性政策相关研究,彰显过程思维和发展思维;强化实证研究取向,融通多学科研究范式。

In the new century,the study of China’s rural teacher policies mainly focuses on some problem domains,such as policy interpretation,policy evaluation,improvement suggestions.At present,the research subject of China’s rural teacher policies is confined to college teachers,which is contrary to the research paradigm of“public governance”.The research content focuses more on the overall policy formulation,but not on the local policies and policy implementation.The research methods are mainly based on traditional speculative methods,and the multidisciplinary research paradigm has not yet been truly formed.Looking forward to the future of China’s rural teacher policy research,we should do our best to construct a community of rural teacher policy research and carry out“the organized scientific research”,to strengthen the studies on relative local policies of rural teachers to highlight process thinking and development thinking,to emphasize the orientation of empirical research and integrate multidisciplinary research paradigms.