全面建設小康社會背景下鄉(xiāng)村教師流動問題研究
發(fā)布時間：2019-01-04 08:47
【摘要】：全面建設小康社會是黨和國家到2020年的奮斗目標,全面建設小康社會為鄉(xiāng)村教育事業(yè)的發(fā)展提供了可靠的物質保障。然而,在全面建設小康社會的背景下,我國鄉(xiāng)村教師不合理流動問題仍然十分嚴峻。鄉(xiāng)村教師流動規(guī)模偏大,鄉(xiāng)村教師隊伍難以保持相對穩(wěn)定,且流動呈現出明顯的結構性特征,大量優(yōu)秀教師流向城市,導致鄉(xiāng)村教師數量的嚴重不足,質量的嚴重下降。這嚴重的制約了鄉(xiāng)村教師隊伍的建設,鄉(xiāng)村教育質量的提高,阻礙了鄉(xiāng)村中小學生的健康、全面發(fā)展,降低了鄉(xiāng)村留守學生的受教育質量,不利于鄉(xiāng)村社會的穩(wěn)定和經濟的健康發(fā)展,不利于鄉(xiāng)村文化的傳承,不利于小康社會全面建成。因此鄉(xiāng)村教師流動問題應受到國家、教育部門、社會的廣泛重視,采取切實措施予以應對和解決。十八大提出我國到2020年將全面建成小康社會,但是目前我國城鄉(xiāng)間經濟、文化、教育還存在很大差距,鄉(xiāng)村教師仍然面臨著工作環(huán)境差,收入過低等問題,導致鄉(xiāng)村教師物質需要難以得到滿足。同時,鄉(xiāng)村教師的自我價值難以實現,個人發(fā)展受限,自尊需求難以得到滿足,導致鄉(xiāng)村教師的精神需求難以得到滿足。在這些因素的共同影響下,鄉(xiāng)村教師不得不選擇流動。鄉(xiāng)村教師流動問題即是鄉(xiāng)村自身吸引力不足的體現,也是鄉(xiāng)村學校落后的物質和精神文明建設日益不能滿足鄉(xiāng)村教師的物質和精神需要的體現。要想增強鄉(xiāng)村學校的吸引力就要不斷提高學校的硬實力和文化軟實力,鄉(xiāng)村學校實力的提高首先需要宏觀的政策支持做保障,切實提高對鄉(xiāng)村學校建設的物質投入,以及制定使鄉(xiāng)村學校有足夠強吸引力的其他相關政策。學校應根據自身的發(fā)展需要和教師的物質需求抓好自身的各項物質設施設備建設,根據教師的精神需求抓好自身的文化建設,建立起充滿朝氣與活力的鄉(xiāng)村學校,提高教師在鄉(xiāng)村學校的幸福感,對鄉(xiāng)村學校的滿意度,使教師工作充滿活力,對教育工作充滿熱情。同時也要求教師努力提高自身的職業(yè)道德和自身素質,樹立正確價值觀。只有教師熱愛鄉(xiāng)村學校,熱愛鄉(xiāng)村學生,為鄉(xiāng)村學校發(fā)展而教,為學生發(fā)展而教,才能忠于鄉(xiāng)村教育事業(yè)。
[Abstract]:Building a well-off society in an all-round way is the goal of the Party and the country until 2020. Building a well-off society in an all-round way provides a reliable material guarantee for the development of rural education. However, under the background of building a well-off society in an all-round way, the problem of unreasonable flow of rural teachers in our country is still very serious. The scale of rural teachers' mobility is on the large side, the rural teachers' team is difficult to keep relatively stable, and the flow shows obvious structural characteristics. A large number of excellent teachers flow to the city, which leads to the serious shortage of rural teachers' quantity and the serious decline of their quality. This seriously restricts the construction of rural teachers, improves the quality of rural education, hinders the healthy and comprehensive development of rural primary and middle school students, and reduces the quality of education for rural left-behind students. It is not conducive to the stability of rural society, the healthy development of economy, the inheritance of rural culture and the building of a well-off society in an all-round way. Therefore, the problem of rural teacher mobility should be widely paid attention by the country, education department and society, and practical measures should be taken to deal with and solve it. The 18th National Congress proposed that China will build a well-off society in an all-round way by 2020. However, at present, there are still large gaps in the economy, culture, and education between urban and rural areas in our country. Rural teachers still face problems such as poor working environment and low income. As a result, the material needs of rural teachers are difficult to meet. At the same time, the self-worth of rural teachers is difficult to realize, personal development is limited, self-esteem needs are difficult to meet, resulting in rural teachers' spiritual needs are difficult to meet. Under the influence of these factors, rural teachers have to choose mobility. The flow of rural teachers is not only a reflection of the lack of rural attraction, but also a reflection that the backward material and spiritual civilization construction of rural schools can not meet the material and spiritual needs of rural teachers. In order to enhance the attractiveness of rural schools, it is necessary to continuously improve the hard power and cultural soft power of schools. The improvement of rural schools' strength first needs macro policy support to ensure that they can effectively increase the material input into the construction of rural schools. And other relevant policies that make rural schools attractive enough. According to their own development needs and teachers' material needs, the schools should do a good job in the construction of their own physical facilities and equipment, and in accordance with the teachers' spiritual needs, they should do a good job of their own cultural construction, and establish a rural school full of vigor and vitality. Improve teachers' happiness in rural schools, satisfaction with rural schools, make teachers work full of vitality, full of enthusiasm for education. At the same time, teachers are required to improve their professional ethics and their own quality, set up correct values. Only teachers love rural schools and students, teach for the development of rural schools, and teach for the development of students, can they be loyal to the cause of rural education.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G525.1
本文編號：2400062
[Abstract]:Building a well-off society in an all-round way is the goal of the Party and the country until 2020. Building a well-off society in an all-round way provides a reliable material guarantee for the development of rural education. However, under the background of building a well-off society in an all-round way, the problem of unreasonable flow of rural teachers in our country is still very serious. The scale of rural teachers' mobility is on the large side, the rural teachers' team is difficult to keep relatively stable, and the flow shows obvious structural characteristics. A large number of excellent teachers flow to the city, which leads to the serious shortage of rural teachers' quantity and the serious decline of their quality. This seriously restricts the construction of rural teachers, improves the quality of rural education, hinders the healthy and comprehensive development of rural primary and middle school students, and reduces the quality of education for rural left-behind students. It is not conducive to the stability of rural society, the healthy development of economy, the inheritance of rural culture and the building of a well-off society in an all-round way. Therefore, the problem of rural teacher mobility should be widely paid attention by the country, education department and society, and practical measures should be taken to deal with and solve it. The 18th National Congress proposed that China will build a well-off society in an all-round way by 2020. However, at present, there are still large gaps in the economy, culture, and education between urban and rural areas in our country. Rural teachers still face problems such as poor working environment and low income. As a result, the material needs of rural teachers are difficult to meet. At the same time, the self-worth of rural teachers is difficult to realize, personal development is limited, self-esteem needs are difficult to meet, resulting in rural teachers' spiritual needs are difficult to meet. Under the influence of these factors, rural teachers have to choose mobility. The flow of rural teachers is not only a reflection of the lack of rural attraction, but also a reflection that the backward material and spiritual civilization construction of rural schools can not meet the material and spiritual needs of rural teachers. In order to enhance the attractiveness of rural schools, it is necessary to continuously improve the hard power and cultural soft power of schools. The improvement of rural schools' strength first needs macro policy support to ensure that they can effectively increase the material input into the construction of rural schools. And other relevant policies that make rural schools attractive enough. According to their own development needs and teachers' material needs, the schools should do a good job in the construction of their own physical facilities and equipment, and in accordance with the teachers' spiritual needs, they should do a good job of their own cultural construction, and establish a rural school full of vigor and vitality. Improve teachers' happiness in rural schools, satisfaction with rural schools, make teachers work full of vitality, full of enthusiasm for education. At the same time, teachers are required to improve their professional ethics and their own quality, set up correct values. Only teachers love rural schools and students, teach for the development of rural schools, and teach for the development of students, can they be loyal to the cause of rural education.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G525.1
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