农村教师流动的理论误区、现实障碍和未来走向

Theoretical Misunderstanding,Realistic Obstacles and Future Trend of Rural Teacher Mobility

近年来,农村教师向城市流动的问题备受关注。既有研究多是以农村还有大量人口和学生、农村教师资源缺乏、农村教师自身的发展为由,较为谨慎地看待农村教师的流动。然而就现实情况而言,农村人口和学生的数量在下降,特定的制度背景下农村人口和学生的流动仍不充分;农村教师流动对农村教育造成的不利影响不应被夸大,教师资源的供需出现空间错配问题;农村教师进城会发展得更好,其流动却受限于特定的因素。除了理论认识的误区外,农村教师的流动在现实中还面临着制度和观念的障碍。前者体现在相关教育政策重“城”不重“乡”、重“留”不重“流”、陷入“内卷化”等,后者体现在乡愁、平均主义、农村人口进城加重城市病等观念。面向未来,我们应认真反思农村教师流动领域的诸多问题,廓清农村教师流动的重要意义,逐步破除农村教师流动的障碍。这有助于城乡教师队伍建设的优质均衡,甚至人均意义上的城乡均衡发展和共同富裕的实现。

In recent years,the problem of rural teachers moving to cities has attracted much attention.Most of the existing studies are based on the fact that there are still a large number of people and students in rural areas,the lack of rural teacher resources,and the development of rural teachers themselves.They are cautious about the flow of rural teachers.However,in reality,the number of rural population and students is declining,and the flow of rural population and students is still insufficient under the specific institutional background.The negative impact of the flow of rural teachers on rural education should not be exaggerated,but there is a spatial mismatch between the supply and demand of teacher resources.Rural teachers will develop better in cities,but their mobility is limited by specific factors.In addition to the misunderstanding of theoretical understanding,the mobility of rural teachers also faces institutional and conceptual obstacles in reality.The former is reflected in the following aspects:relevant education policies focus on“city”rather than“village”,“stay”rather than“flow”,and fall into“involution”.The latter is embodied in the concepts of nostalgia,egalitarianism,and urban diseases aggravated by the migration of rural people to the cities.In the future,we should seriously reflect on many problems in the field of rural teachers'mobility,clarify the importance of rural teachers'mobility,and gradually break down the barriers to rural teachers'mobility.This helps to build a high-quality balance between urban and rural teachers,and even the realization of balanced development of urban and rural areas in the per capita sense and common prosperity.