廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制的政策研究
發(fā)布時間：2018-11-11 00:32
【摘要】：作為面廣、量大的農(nóng)村教育,教育水平的高低關(guān)系到全區(qū)各級各類人才的培養(yǎng)和整個教育事業(yè)的發(fā)展。當(dāng)前,廣西區(qū)教育發(fā)展進(jìn)入到了全面提高教育質(zhì)量的新時期,提高教育質(zhì)量是各級各類人才的培養(yǎng)和整個教育事業(yè)的發(fā)展。農(nóng)村教育的教學(xué)質(zhì)量不僅直接決定著廣西基礎(chǔ)教育的整體質(zhì)量,也是實現(xiàn)促進(jìn)教育公平的重要方面。當(dāng)前,廣西農(nóng)村教育事業(yè)改革與發(fā)展總體滯后,教育質(zhì)量整體不高。主要表現(xiàn)在:教育觀念相對落后,以素質(zhì)教育為目標(biāo)的課程改革推進(jìn)困難;教育資源配置總體上短缺,難以支撐課程教學(xué)改革的需求,國家規(guī)定的課程難以全面落實;教學(xué)改革滯后,教學(xué)方式和教學(xué)觀念比較陳舊。發(fā)展農(nóng)村教育,辦好農(nóng)村學(xué)校,關(guān)鍵在教師。沒有高水平的教師,就沒有高水平的教育。教師的質(zhì)量,決定著教育的質(zhì)量。因此,要解決農(nóng)村教育的這些問題,首先應(yīng)該抓的關(guān)鍵就是教師隊伍建設(shè)。本文是關(guān)于廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制的政策研究。以教育政策執(zhí)行理論為指導(dǎo),首先,懫用文獻(xiàn)研究法、政策文本解讀法等方法,分析了廣西農(nóng)村中小學(xué)教師隊伍建設(shè)的現(xiàn)狀,論文從近年來我國有關(guān)政策文本解讀分析著手,加強(qiáng)廣西農(nóng)村教師隊伍建設(shè),并全面闡述了當(dāng)前廣西農(nóng)村小學(xué)教師隊伍補(bǔ)充的現(xiàn)狀,在政策存在問題的基礎(chǔ)上,進(jìn)一步分析提出了加強(qiáng)廣西農(nóng)村中小學(xué)教師隊伍補(bǔ)充機(jī)制的政策建議。文章總共分為六個部分,第一部分主要為論文的選題緣起、論文研究目的與意義、文獻(xiàn)綜述等,在對于當(dāng)前的相關(guān)研究充分了解的基礎(chǔ)之上,對論文的理論基礎(chǔ)和研究方法與思路進(jìn)行梳理。文章的第二部分著重對“廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制”的相關(guān)概念進(jìn)行了界定,通過梳理對該題目有了一個整體的把握和認(rèn)識。第三部分主要是運用文獻(xiàn)法對“廣西農(nóng)村中小學(xué)教師隊伍”的現(xiàn)狀進(jìn)行了分析說明,從而提出了存在的問題及分析其原因。文章的第四部分是對“廣西農(nóng)村小學(xué)教師補(bǔ)充機(jī)制”所制定的政策進(jìn)行政策的文本解讀與分析。政策文本解讀分析主要從“廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制的政策”進(jìn)行。主要包括“向社會公開招聘教師”“特崗計劃”“全科教師培養(yǎng)計劃”“壯漢雙語教學(xué)計劃”四部分,分別分析了政策實行的背景,目的,情況以及對政策進(jìn)行了評價。文章的第五部分針對“廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制”政策執(zhí)行過程中的問題,提出完善該政策的策略及思考。策略思考從三方面來分析,首先是完善三個政策的建議,其次是完善教師績效考評機(jī)制,然后是建立農(nóng)村中小學(xué)教師有效補(bǔ)充機(jī)制,再次是實施城鄉(xiāng)對口支援、實施交流輪崗制度,最后要解決廣西農(nóng)村中小學(xué)教師的編制問題。文章第六部分為文章的結(jié)語,通過研究對"廣西農(nóng)村中小學(xué)教師補(bǔ)充機(jī)制”政策的整體理解進(jìn)行闡述說明。
[Abstract]:As a rural education with a wide range and large quantity, the level of education is related to the cultivation of talents at all levels and the development of the whole education in the whole region. At present, the development of education in Guangxi has entered a new period of improving the quality of education in an all-round way. Improving the quality of education is the cultivation of all kinds of talents at all levels and the development of the whole education cause. The teaching quality of rural education not only directly determines the overall quality of basic education in Guangxi, but also plays an important role in promoting the equity of education. At present, Guangxi rural education reform and development lags behind, the overall quality of education is not high. The main results are as follows: the educational concept is relatively backward, the curriculum reform aimed at quality education is difficult to advance, the overall allocation of educational resources is short, it is difficult to support the demands of the curriculum teaching reform, and the curriculum prescribed by the state is difficult to carry out in an all-round way. The teaching reform lags behind, the teaching method and the teaching idea are relatively old. The key to developing rural education and running rural schools well lies in teachers. Without a high level of teachers, there can be no high level of education. The quality of teachers determines the quality of education. Therefore, to solve these problems of rural education, the first key is the construction of teachers. This article is about the rural primary and secondary school teacher supplementary mechanism policy research in Guangxi. Under the guidance of educational policy implementation theory, first of all, this paper analyzes the current situation of the construction of primary and secondary school teachers in rural areas in Guangxi by the methods of literature research and policy text interpretation. The paper begins with the interpretation and analysis of relevant policy texts in recent years. Strengthening the construction of rural teachers in Guangxi, and comprehensively expounding the current situation of the complement of rural primary school teachers in Guangxi, on the basis of the existing problems in the policy, Further analysis puts forward the policy suggestions to strengthen the supplementary mechanism of primary and secondary school teachers in Guangxi. The paper is divided into six parts. The first part is mainly about the origin of the topic, the purpose and significance of the research, the literature review and so on. The theoretical basis, research methods and ideas of the paper are combed. The second part of the article focuses on the definition of "the supplementary mechanism of teachers in rural primary and secondary schools in Guangxi", and has a comprehensive grasp and understanding of the subject. The third part mainly uses the literature method to analyze and explain the present situation of the "Guangxi rural primary and middle school teachers", thus puts forward the existing problems and analyzes the reasons. The fourth part of the article is to interpret and analyze the policy of "supplementary mechanism of primary school teachers in rural areas of Guangxi". The policy text interpretation and analysis mainly from the "Guangxi rural primary and secondary school teacher supplementary mechanism policy". It mainly includes four parts: "recruiting teachers openly to the society", "special post plan", "general teacher training plan" and "Zhuang Chinese bilingual teaching plan". The background, purpose, situation and evaluation of the policy are analyzed respectively. In the fifth part of the article, the author puts forward the strategy and thinking of perfecting the policy of "supplementary mechanism of teachers in rural primary and middle schools in Guangxi". The strategic thinking is analyzed from three aspects: first, to perfect the recommendations of the three policies, secondly, to perfect the teacher performance appraisal mechanism, then to establish an effective supplementary mechanism for rural primary and secondary school teachers, and then to implement the urban-rural counterpart support. Finally, we should solve the problem of the establishment of primary and secondary school teachers in Guangxi. The sixth part is the conclusion of the article, through the study of the "supplementary mechanism of rural primary and secondary school teachers in Guangxi" the overall understanding of the policy is explained.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.1
本文編號：2324008
[Abstract]:As a rural education with a wide range and large quantity, the level of education is related to the cultivation of talents at all levels and the development of the whole education in the whole region. At present, the development of education in Guangxi has entered a new period of improving the quality of education in an all-round way. Improving the quality of education is the cultivation of all kinds of talents at all levels and the development of the whole education cause. The teaching quality of rural education not only directly determines the overall quality of basic education in Guangxi, but also plays an important role in promoting the equity of education. At present, Guangxi rural education reform and development lags behind, the overall quality of education is not high. The main results are as follows: the educational concept is relatively backward, the curriculum reform aimed at quality education is difficult to advance, the overall allocation of educational resources is short, it is difficult to support the demands of the curriculum teaching reform, and the curriculum prescribed by the state is difficult to carry out in an all-round way. The teaching reform lags behind, the teaching method and the teaching idea are relatively old. The key to developing rural education and running rural schools well lies in teachers. Without a high level of teachers, there can be no high level of education. The quality of teachers determines the quality of education. Therefore, to solve these problems of rural education, the first key is the construction of teachers. This article is about the rural primary and secondary school teacher supplementary mechanism policy research in Guangxi. Under the guidance of educational policy implementation theory, first of all, this paper analyzes the current situation of the construction of primary and secondary school teachers in rural areas in Guangxi by the methods of literature research and policy text interpretation. The paper begins with the interpretation and analysis of relevant policy texts in recent years. Strengthening the construction of rural teachers in Guangxi, and comprehensively expounding the current situation of the complement of rural primary school teachers in Guangxi, on the basis of the existing problems in the policy, Further analysis puts forward the policy suggestions to strengthen the supplementary mechanism of primary and secondary school teachers in Guangxi. The paper is divided into six parts. The first part is mainly about the origin of the topic, the purpose and significance of the research, the literature review and so on. The theoretical basis, research methods and ideas of the paper are combed. The second part of the article focuses on the definition of "the supplementary mechanism of teachers in rural primary and secondary schools in Guangxi", and has a comprehensive grasp and understanding of the subject. The third part mainly uses the literature method to analyze and explain the present situation of the "Guangxi rural primary and middle school teachers", thus puts forward the existing problems and analyzes the reasons. The fourth part of the article is to interpret and analyze the policy of "supplementary mechanism of primary school teachers in rural areas of Guangxi". The policy text interpretation and analysis mainly from the "Guangxi rural primary and secondary school teacher supplementary mechanism policy". It mainly includes four parts: "recruiting teachers openly to the society", "special post plan", "general teacher training plan" and "Zhuang Chinese bilingual teaching plan". The background, purpose, situation and evaluation of the policy are analyzed respectively. In the fifth part of the article, the author puts forward the strategy and thinking of perfecting the policy of "supplementary mechanism of teachers in rural primary and middle schools in Guangxi". The strategic thinking is analyzed from three aspects: first, to perfect the recommendations of the three policies, secondly, to perfect the teacher performance appraisal mechanism, then to establish an effective supplementary mechanism for rural primary and secondary school teachers, and then to implement the urban-rural counterpart support. Finally, we should solve the problem of the establishment of primary and secondary school teachers in Guangxi. The sixth part is the conclusion of the article, through the study of the "supplementary mechanism of rural primary and secondary school teachers in Guangxi" the overall understanding of the policy is explained.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.1
【參考文獻(xiàn)】
相關(guān)期刊論文 前8條
1 于月萍;李潮海;;農(nóng)村教師退出及補(bǔ)充機(jī)制研究[J];中國教育學(xué)刊;2010年10期
2 彭佑蘭;許樹沛;;美國TFA計劃及對我國“特崗計劃”的啟示[J];教育發(fā)展研究;2010年10期
3 秦玉友;;農(nóng)村義務(wù)教育師資隊伍建設(shè)機(jī)制問題分析[J];教育發(fā)展研究;2010年10期
4 魏紅梅;李化樹;;論新時期農(nóng)村教師隊伍的建設(shè)和發(fā)展[J];高等農(nóng)業(yè)教育;2008年11期
5 李桂榮;;優(yōu)化農(nóng)村教師資源 建立積極的“退出”與“吸入”機(jī)制[J];河南教育學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);2008年02期
6 王乃信;;加強(qiáng)農(nóng)村教師隊伍建設(shè)的幾點思考[J];當(dāng)代教育科學(xué);2005年21期
7 唐亞豪;農(nóng)村教師隊伍建設(shè)中的問題與對策思考[J];學(xué)術(shù)論壇;2005年03期
8 范先佐;論教育資源的合理配置與教育體制改革的關(guān)系[J];教育與經(jīng)濟(jì);1997年03期
，本文編號：2324008
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2324008.html
最近更新
教材專著
