【摘要】：在實現(xiàn)了“人人有學上”的目標之后,“人人上好學”是公眾對義務教育的新需求,人們總期待自己的孩子能接受最優(yōu)質的教育,由此引發(fā)了“擇校熱”等問題,對義務教育的均衡發(fā)展提出了新挑戰(zhàn)�；诹x務教育的發(fā)展現(xiàn)實和未來趨勢,實現(xiàn)區(qū)域內教師交流輪崗是推進義務教育均衡的必然選擇。在此脈絡下,基于對區(qū)域性個案的調查研究,在肯定成效的前提下,注意發(fā)現(xiàn)區(qū)域內教師交流輪崗中存在的問題,進而提出有針對性的科學合理的教師交流輪崗對策,對盤活區(qū)域內教師資源,實現(xiàn)區(qū)域內教師資源均衡配備意義重大。本文共分為六大部分:第一部分是引言,主要闡述了區(qū)域內教師交流輪崗問題提出的背景,國內學者研究情況和國外教師定期流動的經(jīng)驗,同時闡明本文研究方法和研究價值。第二部分從理論層面出發(fā),闡明了教師交流輪崗的相關概念和理論依據(jù),并分析在區(qū)域內進行交流輪崗的“天時、地利、人和”。第三部分從實踐層面出發(fā),通過對N區(qū)中交流政策的目標群體進行調查,總結出N區(qū)教師交流輪崗對區(qū)內教育均衡、學校動態(tài)發(fā)展和教師個體發(fā)展所取得的成效。第四部分、第五部分和第六部分在依據(jù)N區(qū)調研實際和借鑒國內外相關研究的基礎上,從政策文本設計、交流學校管理和交流個體角度進行問題發(fā)現(xiàn)、原因剖析和對策建議。教師交流輪崗要立足區(qū)域發(fā)展實際,制定適合區(qū)域內具體情況的措施,真正將教師交流輪崗落實到實處,從而實現(xiàn)區(qū)域內義務教育均衡優(yōu)質發(fā)展。
[Abstract]:After realizing the goal of "everyone going to school", "everyone learning well" is the new demand of the public for compulsory education. People always expect their children to receive the best quality education, thus causing problems such as "school selection fever" and so on. It puts forward a new challenge to the balanced development of compulsory education. Based on the development reality and future trend of compulsory education, it is an inevitable choice to promote the balance of compulsory education to realize the exchange of teachers in the region. In this context, based on the investigation of regional cases, on the premise of positive results, attention is paid to the problems in the exchange of teachers in the region, and then put forward a targeted scientific and reasonable countermeasures for teachers to exchange posts. It is of great significance to activate the teachers' resources in the region and realize the balanced allocation of the teachers' resources in the region. This paper is divided into six parts: the first part is the introduction, mainly expounds the background of the problem of teachers' exchange and rotation in the region, the research situation of domestic scholars and the experience of foreign teachers' regular flow, and clarifies the research methods and research value of this paper. The second part expounds the related concepts and theoretical basis of teachers' exchange rotation from the theoretical level, and analyzes the "timing, geographical location, people and others" of exchanging posts in the region. In the third part, through the investigation of the target groups of the exchange policy in the N region, the author summarizes the effect of the exchange of teachers in the N area on the balance of education, the dynamic development of schools and the individual development of teachers. The fourth part, the fifth part and the sixth part, on the basis of the research practice of N region and the reference of domestic and foreign related research, from the policy text design, the exchange school management and the exchange individual angle to carry on the question discovery, the reason analysis and the countermeasure suggestion. Teachers' exchange rotation should be based on the reality of regional development, formulate measures suitable for the specific conditions in the region, and truly implement the exchange of teachers' rotation posts to achieve balanced and high-quality development of compulsory education in the region.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G525.1

【參考文獻】

相關期刊論文 前10條

1 張源源;劉善槐;;縣域內教師交流的機制梗阻與政策重建[J];中國教育學刊;2016年10期

2 楊躍;;論教師交流制度的正義性[J];全球教育展望;2016年09期

3 蔡永紅;王莉;左濱;;中小學教師交流制度對交流意愿的影響——交流需要滿足的中介作用[J];教育發(fā)展研究;2016年04期

4 徐玉特;;校長教師交流輪崗體制機制的困境與破解[J];教育理論與實踐;2016年04期

5 江楠;;教師交流輪崗要關注內生動力的形成[J];中國教育學刊;2016年01期

6 袁桂林;;如何防止城鄉(xiāng)教師交流輪崗制度空轉[J];探索與爭鳴;2015年09期

7 司曉宏;楊令平;;西部縣域校長教師交流輪崗政策執(zhí)行中的問題與對策[J];教育研究;2015年08期

8 柳燕;;論我國教師交流輪崗制度的實施困境與機制創(chuàng)新[J];教學與管理;2015年10期

9 李潮海;徐文娜;;校長教師交流的困境分析與實踐建構[J];中國教育學刊;2015年01期

10 朱永新;;努力完善中小學校長教師交流輪崗制度[J];河南教育(基教版);2014年11期

相關重要報紙文章 前1條

1 佘宇;;用制度設計杠桿撬動教師交流[N];中國教育報;2013年

相關碩士學位論文 前5條

1 姜培靚;學區(qū)內教師流動機制研究[D];華東師范大學;2016年

2 杜愛華;“交流輪崗”背景下教師文化調適及發(fā)展研究[D];蘇州大學;2015年

3 楊爽;日本義務教育階段教師流動制度研究[D];東北師范大學;2014年

4 葉佩;基于赫茨伯格雙因素理論的教師職業(yè)倦怠研究[D];曲阜師范大學;2014年

5 張瑩;義務教育教師交流政策研究[D];東北師范大學;2013年

，

本文編號：2215750