乡村振兴战略下农村小规模学校教师队伍建设——以武陵山区为例

The Construction of Teaching Staff in Rural Small-Scale Schools under the Strategy of Rural Revitalization--Taking Wuling Mountain Area as an Example

乡村振兴战略下,加强农村小规模学校教师队伍建设在乡村人才振兴、文化振兴和产业振兴方面发挥着重要作用。以武陵山区一所农村小规模学校C小学为调查对象,采用田野调查法对其教师队伍建设现状进行为期两年的追踪调查,结果发现:教师数量短缺、年龄结构老化、学历层次偏低、专业化程度不高、培训少而粗等问题突出;原因在于依附性发展模式阻碍了农村小规模学校教师队伍自主建设,地区财政自给率过低与补给政策难落地致使农村小规模学校教师补充机制乏力,政策执行偏差让农村小规模学校教师专业发展陷入低效化,相对艰苦的生存环境使农村小规模学校教师的流动意向依旧强烈。为促进乡村振兴战略的顺利实施,应加强顶层谋划,提高农村小规模学校教师队伍建设价值站位;完善教师补充机制,促进农村小规模学校教师队伍可持续发展;分层分步靶向施策,提升农村小规模学校教师整体素质;加大政策倾斜力度,稳定农村小规模学校教师队伍等,进一步推动农村小规模学校教师队伍高质量发展。

Under the strategy of rural revitalization,strengthening the construction of teaching staff in small-scale rural schools plays an important role in the revitalization of rural talents,culture,and industry.Taking C Primary School,a small-scale rural school in Wuling Mountain area,as the survey object,a two-year follow-up survey was conducted using field survey method to investigate the current situation of its teacher team construction.The results showed that there were prominent problems such as a shortage of teachers,aging age structure,low educational level,low level of specialization,and limited and rough training.The reason is that the development model of dependence hinders the independent construction of the teaching staff in rural small-scale schools;The low self-sufficiency rate of regional finance and the difficulty in implementing supply policies have led to a lack of supplementary mechanisms for teachers in small-scale rural schools;Policy implementation deviation has led to inefficient professional development of teachers in small-scale rural schools;The relatively difficult living environment still strongly encourages the mobility of teachers in small-scale rural schools.In order to further promote the high-quality development of the teaching staff in rural small-scale schools and promote the smooth implementation of the rural revitalization strategy,measures should be taken from the following aspects:Strengthening top-level planning to enhance the value position of the construction of the teaching staff in rural small-scale schools;Improving the mechanism for supplementing teachers and promote the sustainable development of the teaching staff in small-scale rural schools;Stratified and targeted implementation of policies to enhance the overall quality of teachers in small-scale rural schools;Increasing policy inclination and stabilizing the teaching staff of small-scale rural schools.