【摘要】：農(nóng)村教育是我國(guó)現(xiàn)代教育事業(yè)的重要構(gòu)成部分,它的發(fā)展對(duì)于國(guó)民素質(zhì)水平具有決定性的影響作用,對(duì)于提高農(nóng)民文化素質(zhì)、提升農(nóng)村勞動(dòng)力素質(zhì)都有著不可替代的作用。在農(nóng)村教育中,農(nóng)村中小學(xué)教師是決定教學(xué)質(zhì)量水平的基礎(chǔ)。教師隊(duì)伍的正常流動(dòng)有利于保持教師隊(duì)伍的活力,但長(zhǎng)久以來,農(nóng)村教師的流動(dòng)呈現(xiàn)出單向流動(dòng)的趨勢(shì),即農(nóng)村教師脫離農(nóng)村教師崗位,流向廣大城區(qū)學(xué)校、行政機(jī)關(guān)、企事業(yè)單位等部門,這種單向流動(dòng)我們稱之為農(nóng)村中小學(xué)教師的流失現(xiàn)象。論文首先闡述了關(guān)于農(nóng)村中小學(xué)教師流失研究的背景、研究的意義及國(guó)內(nèi)外研究現(xiàn)狀,對(duì)牡丹區(qū)農(nóng)村中小學(xué)教師流失的現(xiàn)狀及特征進(jìn)行歸納,農(nóng)村教師流失現(xiàn)象對(duì)農(nóng)村教育發(fā)展產(chǎn)生了消極影響,影響了農(nóng)村學(xué)校的正常教學(xué)秩序,導(dǎo)致農(nóng)村教師隊(duì)伍不穩(wěn)定,影響了農(nóng)村教學(xué)結(jié)構(gòu)平衡,師資水平下降導(dǎo)致農(nóng)村生源流失,阻礙了農(nóng)村義務(wù)教育的均衡發(fā)展。通過實(shí)地訪談及發(fā)放調(diào)查問卷,歸納出牡丹區(qū)農(nóng)村教師流失的原因,主要是由于城鄉(xiāng)發(fā)展差距較大,農(nóng)村教師經(jīng)濟(jì)收入偏低,物質(zhì)待遇不盡如人意,社會(huì)地位沒有得到保障,職業(yè)認(rèn)同感下降。同時(shí)學(xué)校管理模式陳舊影響教師工作積極性,思鄉(xiāng)情緒促使新招聘外地戶籍教師離職,城區(qū)能給子女提供更好的入學(xué)就業(yè)機(jī)會(huì)。這些因素促使農(nóng)村教師不斷流失,造成了農(nóng)村教育發(fā)展的隱患。在對(duì)這些因素進(jìn)行合理總結(jié)歸納的前提下,針對(duì)流失問題提出相對(duì)應(yīng)的、具有可實(shí)施性的對(duì)策和建議,在提高農(nóng)村中小學(xué)教師經(jīng)濟(jì)待遇方面,要加強(qiáng)財(cái)政經(jīng)費(fèi)投入力度、落實(shí)"績(jī)效工資"制度、加強(qiáng)農(nóng)村教師福利待遇、完善農(nóng)村教師職稱評(píng)聘辦法。在改善管理模式,完善教師職業(yè)發(fā)展方面,要改善學(xué)校管理模式、大力促進(jìn)農(nóng)村教師個(gè)人專業(yè)發(fā)展、提升農(nóng)村教師的社會(huì)地位和職業(yè)認(rèn)同感,同時(shí)完善中小學(xué)校長(zhǎng)教師流動(dòng)政策,完善農(nóng)村教師補(bǔ)充機(jī)制。通過這些方面的努力,有效加強(qiáng)牡丹區(qū)農(nóng)村中小學(xué)教師隊(duì)伍穩(wěn)定,促進(jìn)農(nóng)村基礎(chǔ)教育的均衡健康發(fā)展。
[Abstract]:Rural education is an important part of modern education in China. Its development has a decisive effect on the level of national quality, and plays an irreplaceable role in improving the cultural quality of farmers and improving the quality of rural labor force. In rural education, teachers in rural primary and secondary schools are the basis of determining the level of teaching quality. The normal flow of teachers is conducive to maintaining the vitality of the contingent of teachers, but for a long time, the flow of teachers in rural areas has shown a trend of one-way mobility, that is, rural teachers leave their posts of teachers in rural areas and flow to schools and administrative organs in the vast urban areas. Enterprises and institutions and other departments, this one-way flow we call the loss of primary and secondary school teachers in rural areas. Firstly, the paper expounds the background, significance and current situation of the study on the loss of rural primary and secondary school teachers, and summarizes the present situation and characteristics of the loss of rural primary and secondary school teachers in Mudan District. The phenomenon of the loss of rural teachers has a negative impact on the development of rural education, affects the normal teaching order of rural schools, leads to instability of rural teachers, affects the balance of teaching structure in rural areas, and results in the loss of students in rural areas as a result of the decline in the level of teachers. It hinders the balanced development of rural compulsory education. Through field interviews and questionnaires, the reasons for the loss of rural teachers in Mudan District are summarized, which are mainly due to the large gap between urban and rural development, the low economic income of rural teachers, the unsatisfactory material treatment, and the lack of social status. A decline in professional identity. At the same time the old school management mode affects the enthusiasm of teachers homesickness urges the new recruitment of non-resident registered teachers to leave the city can provide better employment opportunities for their children. These factors urge the rural teachers to run off, resulting in the hidden trouble of the development of rural education. On the premise of summing up these factors reasonably, this paper puts forward corresponding and implementable countermeasures and suggestions to the problem of loss. In the aspect of improving the economic treatment of teachers in rural primary and secondary schools, we should strengthen the investment of financial funds. Implement the "performance wage" system, strengthen the welfare treatment of rural teachers, and improve the methods of evaluation and employment of rural teachers' professional titles. In order to improve the management mode and teachers' professional development, we should improve the school management model, promote the personal professional development of rural teachers, and promote the social status and professional identity of rural teachers. At the same time, improve the flow of primary and secondary school principals and teachers to improve the rural teacher supplementary mechanism. Through these efforts, we can effectively strengthen the stability of primary and secondary school teachers in Mudan District and promote the balanced and healthy development of rural basic education.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G635.1

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