本文選題：農(nóng)村教師 + 流動意愿　； 參考：《湖南師范大學(xué)教育科學(xué)學(xué)報》2017年04期

【摘要】：農(nóng)村教師是農(nóng)村教育發(fā)展的關(guān)鍵要素,教師的流動意愿直接影響著農(nóng)村教師隊伍的穩(wěn)定發(fā)展。基于農(nóng)村教師的流動意愿,通過對穩(wěn)定型教師的個人特征、家庭特征和職業(yè)特征三個維度的分析發(fā)現(xiàn):教師的教齡、身份、學(xué)歷、職稱、婚姻、有無子女、來源地以及工資待遇和專業(yè)發(fā)展?jié)M意度是影響教師流動意愿的重要因素。基于穩(wěn)定型教師的特征分析,可以通過按照教齡逐年提高教師津補貼、加快推進(jìn)教師編制結(jié)構(gòu)改革、實施農(nóng)村教師本土化定向培養(yǎng)、增加農(nóng)村教師在職培訓(xùn)機會、充分發(fā)揮"農(nóng)村教師榮譽制度"作用等方式來吸引和穩(wěn)定農(nóng)村教師隊伍。
[Abstract]:Rural teachers are the key elements in the development of rural education. Based on the flowing desire of rural teachers, through the analysis of the three dimensions of stable teachers' personal characteristics, family characteristics and professional characteristics, it is found that: teachers' teaching age, identity, academic background, professional title, marriage, whether they have children or not. Source, salary and professional development satisfaction are important factors influencing teachers' mobility. Based on the characteristic analysis of stable teachers, we can speed up the reform of teacher structure, carry out the localization training of rural teachers, and increase the opportunities of in-service training of rural teachers by increasing the subsidy of teachers according to the teaching age year by year. Give full play to the role of "rural teacher honor system" to attract and stabilize the rural teachers.
【作者單位】： 東北師范大學(xué)中國農(nóng)村教育發(fā)展研究院;
【基金】：教育部人文社會科學(xué)研究規(guī)劃基金項目“‘村小聯(lián)盟’發(fā)展機制研究”[15YJA880001]
【分類號】：G525.1

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