本文選題：小規(guī)模村小和教學(xué)點(diǎn) + 師資隊(duì)伍結(jié)構(gòu)��； 參考：《湖南師范大學(xué)教育科學(xué)學(xué)報(bào)》2017年04期

【摘要】：在以《鄉(xiāng)村教師支持計(jì)劃(2015—2020年)》為代表的中央政策組合拳的推動(dòng)下,鄉(xiāng)村小規(guī)模學(xué)校教師的職業(yè)道德水平和專業(yè)素養(yǎng)不斷提升,家長(zhǎng)、社會(huì)滿意度逐步提高,但是,師資結(jié)構(gòu)不合理的問(wèn)題仍然比較突出。這些問(wèn)題的產(chǎn)生既有相關(guān)政策執(zhí)行力不足的原因,也與鄉(xiāng)村教師調(diào)配機(jī)制不合理、職業(yè)發(fā)展環(huán)境欠佳有關(guān)。未來(lái)鄉(xiāng)村學(xué)校師資政策應(yīng)通過(guò)設(shè)立分層分類菜單來(lái)提高政策執(zhí)行力,并不斷優(yōu)化教師調(diào)配機(jī)制,改革教師培養(yǎng)培訓(xùn)模式,助推教師職業(yè)發(fā)展。
[Abstract]:Driven by the central policy combination, represented by the Rural teacher support Program (2015-2020), the professional ethics and professionalism of teachers in small rural schools have been continuously improved, and the satisfaction of parents and society has been gradually improved, but, The problem of unreasonable teacher structure is still prominent. The causes of these problems are not only the insufficient execution of relevant policies, but also the unreasonable allocation mechanism of rural teachers and the poor professional development environment. In the future, the teacher policy of rural schools should improve the execution of the policy by setting up a hierarchical classification menu, and constantly optimize the mechanism of teacher allocation, reform the mode of teacher training and training, and promote the professional development of teachers.
【作者單位】： 國(guó)家教育行政學(xué)院學(xué)校管理教研部;
【分類號(hào)】：G525.1

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