【摘要】：正優(yōu)秀教師下鄉(xiāng)支教,實(shí)現(xiàn)優(yōu)質(zhì)資源共享,是縮小城鄉(xiāng)差距、促進(jìn)農(nóng)村教育快速發(fā)展的得力舉措。但筆者在渝東南20多個(gè)鄉(xiāng)鎮(zhèn)中小學(xué)調(diào)研中發(fā)現(xiàn)動(dòng)機(jī)與效果相背離的現(xiàn)象。原因在于:第一,學(xué)校不愿將真正優(yōu)秀的教師派去支教,要求支教者多是為了解決職稱(chēng)問(wèn)題,所以一般都不具備指導(dǎo)能力。第二,支教時(shí)間較短,支教者大都長(zhǎng)期生活在城市,很難適應(yīng)農(nóng)村的艱苦生活,工
[Abstract]:It is an effective measure to narrow the gap between urban and rural areas and promote the rapid development of rural education. However, the author found that motivation deviates from the effect in the investigation of more than 20 towns and primary schools in southeast Chongqing. The reason lies in: first, the school does not want to send the true outstanding teacher to support the teacher, the request supports the teacher mostly is to solve the title question, therefore generally does not have the instruction ability. Second, the period of support for education is relatively short, most of them live in cities for a long time, and it is very difficult to adapt to the hardship of living in rural areas.
【作者單位】： 重慶市黔江中學(xué);
【分類(lèi)號(hào)】：G525.1

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