四天教学周:美国发展乡村教育的政策举措

Four-Day School Week:Policy for Developing Rural Education in the United States

四天教学周是美国应对乡村教育资源和环境问题的重要政策举措。这一政策在20世纪30年代萌芽,发展过程中主要作用于乡村教育资金的节省,近年来作为消费型补偿吸引和保留乡村教师的作用凸显。四天教学周的政策制定者通过发布政策规定,明确实施要求,政策实施者基于当地资源,形成差异化实施方式。在政策实施后,政策制定者和实施者需要针对教师和学生进行政策评估。这一政策的成效主要表现在节省资金并调整资金结构,保障教师工资;改善工作环境,吸引和留住教师;调动教师积极性,促进学生发展。但是这一政策在实施效果及对教师和学生的影响等方面引发了诸多争议。研究从消费型补偿的视角,分析了四天教学周从教师工资和工作环境两方面协同发力促进乡村教师和乡村教育发展的经验及启示。

Four-Day School Week is an important policy initiative in the United States to address issues related to educational resources and the environment in rural areas.This policy originated in the 1930s and mainly focused on saving funds for rural education during its development.In recent years,its role as a consumption pattern of compensation has become prominent in attracting and retaining rural teachers.Policymakers of Four-Day School Week issue policy regulations to clarify implementation requirements,while policy implementers form differentiated implementation approaches based on local resources.Af‐ter policy implementation,policymakers and implementers need to conduct policy evalua‐tions targeting teachers and students.The effectiveness of this policy is mainly reflected in saving funds,adjusting the funding structure to ensure teachers'salaries,improving the work environment to attract and retain teachers,and motivating teachers to promote student development.However,this policy has sparked numerous controversies regarding its imple‐mentation effectiveness and impact on teachers and students.From the perspective of con‐sumption pattern of compensation,this study analyzes the experience and insights of Four Day School Week in promoting the development of rural teachers and rural education through coordinated efforts in terms of teachers'salaries and work environment.