|本期目录/Table of Contents|

[1]栾珺玄,程岭.乡村教师“留不住”问题解决策略[J].集美大学学报(教育科学版),2022,23(04):30-35.
　LUAN Jun-xuan,CHENG Ling.Strategies to Solve the Problem of “Unable to Stay” of Rural Teachers Based on Echelon Construction[J].Journal of Jimei University(Education Science Edition),2022,23(04):30-35.
点击复制

乡村教师“留不住”问题解决策略(PDF)
分享到：

《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第23卷
期数:
2022年04期
页码:
30-35
栏目:
教师发展研究
出版日期:
2022-07-28

文章信息/Info

Title:
Strategies to Solve the Problem of “Unable to Stay” of Rural Teachers Based on Echelon Construction
作者:
栾珺玄; 程岭
（江苏师范大学教育科学学院，江苏 徐州 221116）
Author(s):
LUAN Jun-xuan; CHENG Ling
(School of Educational Sciences,Jiangsu Normal University,Xuzhou 221116,China)
关键词:
乡村教师; 梯队建设; 保障机制
Keywords:
rural teachers; echelon construction; security mechanism
分类号:
-
DOI:
-
文献标志码:
A
摘要:
近年来，乡村教师“留不住”成为教育界痛点问题，原因在于新手教师缺少融入集体机制、熟手教师缺少学习借鉴平台、能手教师缺少展示提升机会、领军教师缺少拔高发展空间这四个方面。需要在乡村学校构建有效的梯队发展机制，为新手教师提供成长导师、为熟手教师提供学习通道、为能手教师提供进步阶梯、为领军教师提供“领导”平台。为此，需要四大保障机制整合师徒制+轮训制，创设逐级辅助的指导机制；组合小组制+合作制，构建多向互动的交流机制；融合论坛制+年会制，实施开放多元的展示机制；综合“工作室制”+竞聘制，形成专业示范的引领机制。
Abstract:
In recent years,rural teachers “Unable to Stay” has become a painful problem in education.It is found that the reasons lie in the following four aspects:the lack of mechanism helping novice teachers integrate into the community，the lack of learning platform for skilled teachers，the lack of opportunities for skilled teachers to show and improve，and the lack of development space for leading teachers.Therefore,it is necessary to build an effective echelon development mechanism in rural schools,that is,to provide growth tutors for novice teachers,learning channels for skilled teachers,progress ladder for skilled teachers,and “leadership” platform for leading teachers.In order to solve this problem,four guarantee mechanisms are needed,i.e.integrated apprenticeship system + rotation training system,level by level auxiliary guidance mechanism，combined group system + cooperation system,multi-directional interactive communication mechanism,integrated forum system + annual meeting system,open and diversified display mechanism,integrated “studio system” + competitive employment system,professional demonstration leading mechanism,so as to provide suggestions for keeping rural teachers and developing village education.

参考文献/References:

-

相似文献/References:

[1]张婷婷,王海燕.乡村教师专业发展的现状及有效途径[J].集美大学学报(教育科学版),2016,17(05):17.
　ZHANG Ting-ting,WANG Hai-yan.The Present Situation of the Rural Teachers’ Professional Development and Its Effective Way[J].Journal of Jimei University(Education Science Edition),2016,17(04):17.
[2]郝德贤.论乡村教师培训专业化的困境与改进路径[J].集美大学学报(教育科学版),2019,20(01):29.
　HAO De-xian.On the Plight and Improvement Path of Rural Teachers’ Professional Training[J].Journal of Jimei University(Education Science Edition),2019,20(04):29.
[3]黄俊官.从人性假设理论反思乡村教师的身份认同[J].集美大学学报(教育科学版),2020,21(05):28.
　HUANG Jun-guan.Reflection on the Identity of Rural Teachers from the Theory of Human Nature Hypothesis[J].Journal of Jimei University(Education Science Edition),2020,21(04):28.
[4]倪嘉敏,王璇,武媛玲.乡村教师乡土文化素养的内涵、困境及突围[J].集美大学学报(教育科学版),2025,26(01):58.
　NI Jia-min,WANG Xu-an,WU Yuan-ling.The Rural Teachers’ Rural Cultural Literacy:Connotation,Dilemmas,and Breakthrough[J].Journal of Jimei University(Education Science Edition),2025,26(04):58.

备注/Memo

备注/Memo:
-
更新日期/Last Update: 2022-09-15