中国式现代化背景下的乡村教师队伍建设

Developing Rural Teaching Forces in the Context of Chinese Modernization

乡村教师队伍建设事关中国教育事业高质量发展目标的实现,探明乡村教师队伍建设的中国道路是实现中国教育现代化高位运行的关键链环。当前我国乡村教师队伍建设正面临三重焦虑,即供给主渠道焦虑、培养层级定位焦虑、教师流动线路焦虑,中国式现代化是乡村教师队伍建设事业应对焦虑、破局重生的智慧之源。中国式现代化的根本立场是人民逻辑、聚合思维、共同体本位,它为重塑优秀教师流动的政策逻辑、全面发力乡村教师特质培育、彻底解决乡村教师心灵归属问题铺就了一条科学之道。面向未来,我国乡村教师队伍建设工作的破局之道是:坚持民本立场,根本上解决优秀教师“下不去”的问题;坚持乡培为基,源头上解决优秀教师“留不住”的问题;坚持系统重建,通力解决乡村教师“教不好”的问题。本研究对于破解当代我国乡村教师队伍“难补充”“难流入”“难提升”问题,系统优化乡村教师队伍建设政策具有直接参考价值。

Developing rural teaching forces is vital for realizing high-quality development of China's education,as exploring the Chinese road of developing rural teaching forces plays the key role in realizing China's high-level education modernization.The development of rural teaching forces in China is now facing triple anxieties,i.e.,the anxiety of the main channel of supply,the anxiety of the positioning of cultivation level,and the anxiety of the teaching forces mobility;to deal with them and make breakthroughs and refreshments,Chinese modernization provides us with its wisdom.The fundamental stance of Chinese modernization is composed of people's logic,aggregation thinking,and community standard,which paves a scientific way for reshaping the policy logic of excellent teacher'mobility,comprehensively focusing on developing rural teachers'specific literacy,and thoroughly solving rural teachers'problems in their senses of belonging.Looking to the future,the key to the development of rural teaching forces lies in the following aspects:we should stay firmly with the people-centered stance to fundamentally solve the problem of outstanding teachers not going to the rural areas;rural teachers should be developed locally,so as to thoroughly solve the problem of not being able to keep outstanding teachers;and efforts should be made to solve the problem of rural teachers'lacking teaching ability.This study directly provides reference for solving the problems of rural teaching forces such as difficulty in recruiting new teachers,introducing excellent teachers,and improving teaching abilities,and systematically optimizing the policy of developing rural teaching forces.