从“外源型”均衡走向“内生型”均衡——论城乡教师资源均衡发展路径
发布时间：2018-07-15 11:49
【摘要】：城乡教师资源的不均衡状态是阻碍城乡教育均衡发展的重要瓶颈。为解决城乡教师资源的均衡发展问题,"外源型"均衡发展模式主张依靠制度力量来推动外部的、城市的优秀教师到农村任教,以此来平衡城乡之间的师资公平配置。"外源型"均衡发展模式的缺陷在于,单纯依靠外部的师资输入,难以保证输入的教师在观念上认同农村文化和农村教育,也难以保证他们能够扎根于农村学校,为农村教育作出持久而稳定的贡献。建立一种"内生型"均衡发展模式,可以避免单纯依靠外部师资力量的输入,而是通过多种途径来有效地促进农村教师的专业发展,吸收和培养属于农村学校自己的优秀教师队伍,从而变"外部输入"为"内生发展",促进城乡教师资源的均衡发展。
[Abstract]:The unbalanced state of teachers' resources in urban and rural areas is an important bottleneck hindering the balanced development of urban and rural education. In order to solve the problem of balanced development of teachers' resources in urban and rural areas, the "exogenous" balanced development model advocates relying on institutional forces to promote external, urban excellent teachers to teach in rural areas, so as to balance the fair allocation of teachers between urban and rural areas. " The defect of exogenous "balanced development model" lies in the fact that it is difficult to ensure that the imported teachers can identify with rural culture and rural education in concept and that they can take root in rural schools simply by relying on external teachers' input. To make a lasting and stable contribution to rural education. The establishment of an "endogenetic" balanced development model can avoid relying solely on the input of external teachers, but effectively promote the professional development of rural teachers through a variety of ways. Absorbing and cultivating the excellent teachers who belong to the rural schools, thus changing "external input" into "endogenous development", and promoting the balanced development of teachers' resources in urban and rural areas.
【作者单位】： 南京师范大学道德教育研究所;
【基金】：江苏省社会科学基金项目《江苏基础教育优质均衡发展对策研究》(项目编号:10JYB005)的阶段性研究成果
【分类号】：G451
，
本文编号：2123968
[Abstract]:The unbalanced state of teachers' resources in urban and rural areas is an important bottleneck hindering the balanced development of urban and rural education. In order to solve the problem of balanced development of teachers' resources in urban and rural areas, the "exogenous" balanced development model advocates relying on institutional forces to promote external, urban excellent teachers to teach in rural areas, so as to balance the fair allocation of teachers between urban and rural areas. " The defect of exogenous "balanced development model" lies in the fact that it is difficult to ensure that the imported teachers can identify with rural culture and rural education in concept and that they can take root in rural schools simply by relying on external teachers' input. To make a lasting and stable contribution to rural education. The establishment of an "endogenetic" balanced development model can avoid relying solely on the input of external teachers, but effectively promote the professional development of rural teachers through a variety of ways. Absorbing and cultivating the excellent teachers who belong to the rural schools, thus changing "external input" into "endogenous development", and promoting the balanced development of teachers' resources in urban and rural areas.
【作者单位】： 南京师范大学道德教育研究所;
【基金】：江苏省社会科学基金项目《江苏基础教育优质均衡发展对策研究》(项目编号:10JYB005)的阶段性研究成果
【分类号】：G451
，
本文编号：2123968
本文链接：https://www.wllwen.com/jiaoyulunwen/wangluojiaoyulunwen/2123968.html
