广东省贫困县义务教育师资流动问题研究刘向文.docx

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1、 分类号 _ UDC_密级 广州大学学位论文 (答辩用论文 ） 学校代码： 11078 学 号： 2231003023 广东省贫困县义务教育师资流动 问题研究 以清新县为例 刘向文 学 科 专 业 ： 教育硕士 研 究 方 向 ： 教育管理 论文答辩日期 ： 2012年 5月 26日 广州大学学位论文原创性声明 本人郑 :审 :声明：所呈交的学位论文，是本人在导师的指 导下，独立进行研究 :作所取得的成果。除文屮已经注明引 用的内容外，本论文不含任何其他个人或集体 d经发表或撰 写过的作品成果。对木文的研究做出重要 w献的个人和集体， 均己在文屮以明确方式标明。本人完全意识到本声明的法律 后果

2、出本人承担。 学位论文作者签名日期 : 年广月 “ u 广州大学学位论文版权使用授权书 本人授权广州人学有权保留并向国家行关部门或机构送 交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 广州大学可以将学位论文的全部或部分内容编入有关数据 库 进行检索，可以采用影印、缩印或扫描等复制尹段保存、汇 编学位论文。（保密的学位论文在解密后适用本授权丨 5) 学位论文作者签名 曰期 : 丨 年 r月 期 : 年 f月日 Sort Code _ University Code： 11078 UDC_ Secret Grade _ Number： 2231003023 Master Dissertat

3、ion of Guangzhou University (Dissertation to Answer) Compulsory education teacher flow problems of poverty-stricken counties in Guangdong Province - for example Qingxin Candidate: Liu Xiangwen Subject Major： Master of Education Study Direction: Education Management Answer Date: May 26th ,2012 _ Inst

4、ructor (Signature) : _ Answer Committee Chairman (Signature ) ： Answer Committee Committeeman (Signature)： 摘要 百年大计，教育为本；教育之计，教师为本。古今中外的人才管理实践证 明，义务教育阶段教师的合理有序流动可以促进区域教师资源的合理配置，可 以促进教学理念的碰撞，教育思想的交流，激发一个学校师资队伍的活力和创 造力，提升教育质量。但是这并不意味着教师可以盲目流动。改革开放以来， 我国在经济领域取得辉煌成就的同时，在教育领域尤其是义务教育领域中却出 现了效率优先，有失公平的景象，城乡

5、、区域教育发展不平衡。贫困地区、民 族地区教育发展落后，农村薄弱学校的优秀教师都 纷纷流向城区和外地，造成 地区、城乡学校间的教育差距越来越大。虽然近年来，我国在农村教师队伍建 设方面的投入力度不断加大，但贫困地区义务教育阶段师资由于流失量大，总 体薄弱的现状仍未得到根本性的改变。 本文以广东省贫困县之一的清新县义务教育教师流动的现状为例，在清新 县教育局有关部门及县属学校领导和老师的大力支持下，通过发放问卷调查、 访谈以及对有关数据的统计分析，总结出广东省贫困县义务教育师资流动的趋 势越发明显，单项流动情况愈演愈烈，即流动存在着由山区农村薄弱学校流向 平原镇、县郊；由平原镇、县郊、流向 县城

6、中心；由经济贫困落后地区流向富 裕发达地区（珠三角）流动；由普通甚至薄弱学校流向重点学校、级别学校动 的单向性；中青年男骨干教师是流动主体。通过分析，发现影响教师流动的因 素有社会环境因素、个人因素及组织因素等方面，贫困县义务教育教师单向流 动对社会、流出和流入学校以及教师个人分别产生着不同的影响。 本论文在汲取国内外师资流动和建设研究成果的基础上，结合笔者农村教 育工作实践经验提出了加快有关法律法规建设，保障教师有序流动；提高教师 待遇和社会地位；提高区域办学管理水平，缩小学校间差距；加强师德建设， 培养教师职业情感；借鉴美国、日本发达国家教师流动制度等内容的适合广东 省贫困县义务教育教师流

7、动机制建立的建议。力图为广东省贫困县义务教育师 资管理者及相关教育行政部门提供可供参考的策略与实施途径建议。 关键词 ：师资流动；师资建设；义务教育；贫困县 I Abstract Long-term goal, based on education; Measure of education, teacher-centered, Practice has proved that at all times and talent management, rational and orderly flow of the stage of compulsory education teachers c

8、an promote the rational allocation of resources of the regional teachers, can contribute to the collision of teaching philosophy, educational exchange of ideas, stimulate the vitality and creativity of the teachers of a school, enhance the quality of education. But this does not mean teachers can bl

9、ind flow. Since the reform and opening up, Chinas brilliant achievements in the economic field, while in the field of education, especially in compulsory education field, appear giving priority to efficiency unfair, unbalanced development of urban and rural areas, regional education. Poverty-stricke

10、n areas and ethnic areas of education underdeveloped, excellent weak rural schools key teachers flow into urban areas and other places. Which causes the education gap between rural and urban schools region grows larger and larger. Although in recent years, Chinas investment in the construction of ru

11、ral teachers has intensified, the loss of compulsory education teachers in poor areas is large. Overall weak status quo have not changed fundamentally. In this paper, Qingxin ,one of the poverty-stricken counties in Guangdong Province , as an example of the flow of the status quo of compulsory educa

12、tion teachers. With the substantial assistance of the Department of Education departments and county primary and secondary schools in Qingxin, through questionnaires, interviews and analysis of relevant statistical data, summed up the turnover of teachers of compulsory education in poverty-stricken

13、counties and individual flow situation become more obvious. That is the teachers “ one-way flow” from the rural weak schools and mountainous areas to the county, from the county to the city center, from disadvantaged areas of the economy to the wealthy developed regions (PRD), from the ordinary or e

14、ven a weak school to high quality model schools; young and middle-aged male, and most of the backbone of the subject teaching teachers flow as n the main. By analyzing, we found that The factors which affect the turnover of teachers are social environmental factors, personal factors and organization

15、al. One-way flow of compulsory education teachers in poverty-stricken counties produce different effects to social, outflow and inflow of schools and individual teachers. This paper, Drawing on the basis of the results of the domestic and international teacher mobility and Construction, Combining wi

16、th the author rural education work experience, proposes to speed up the construction of relevant laws and regulations to protect teachers to flow orderly; to improve the treatment and social status of teachers; to improve the regional school management level, to narrow the gap between schools; to st

17、rengthen the moral construction and cultivate the feelings of teachers professional; to learn the advanced teachers flow experience of the United States and Japan, and so on, which can build the establishment of the flow mechanism of compulsory education in poverty-stricken counties in Guangdong Pro

18、vince. Try to provide some strategies and approaches to practice proposal for compulsory education in poverty-stricken counties in Guangdong Province, for teacher administrators and educational administrative departments. Key words: Teacher mobility; Teacher construction; Compulsory education; Pover

19、ty-stricken counties. m 目录 W . I Abstract . II S 录 . IV Contents . VII 雜 . 1 1.1研究背景 . 1 1.2研究目的 . 3 1.3研究意义 . 3 1.3.1理论意义 . 3 1.3.2实践意义 . 4 1.4研究方法 . 4 1.4.1文献法 . 5 1.4.2访谈法 . 5 1.4.3 |、 n卷调杳法 . 5 1.4.4个案分析法 . 5 1.5相关概念的界定 . 6 1.5.1 师资 . 6 1.5.2师资（教师 ） 流动 . 6 1.5.3师资建设 . 7 1.5.4义务教育 . 7 1.5.5贫困县 .

20、8 1.6文献综述 . 8 1.6.1国外研究现状 . 9 1.6.2国内研究现状 . 10 1.6.3研究成果分析 . 11 第二章贫困县义务教育师资流动现状 . 13 2.1我国义务孝女育孝女师发展情况 . 13 2.2广东省义务教育学校教师发展情况 . 15 IV 2.3清新县义务教育师资建设概况 . 16 2.3.1清新县教育概况 . 16 2.3.2清新县义务教育师资流动现状 . 17 2.4清新县义务教育师资流动的特点 . 19 2.4.1教师职业内流动 . 20 2.4.2教师职业外流动 . 24 2.4.3教师流动结构 . 25 2.5清新县义务教育师资流动的特征分析 . 25

21、 第三章贫困县义务教育师资不均衡流动的原因 . 27 3.1人才流动因素的理论 . 27 3.2贫困县义务教育师资流动原因 . 27 3.2.1社会环境因素 . 29 3.2.2教师个人因素 . 30 3.2.3组织因素 . 32 第四章贫困县义务教育师资不均衡流动的影响 . 36 4.1拉大城乡教育差距 . 36 4.2扰乱农村教育教学秩序 . 36 4.3加剧农村教师队伍的不稳定 . 37 4.4导致优质学生流失 . 38 4.5损害 学校和教师的形象 . 38 第五章实现区域义务教育师资合理流动，促进义务教育均衡发展 . 40 5.1加快有关法律法规建设，保障教师有序流动 . 40 5丄

22、 1完善教育立法，实现教师依法流动 . 40 5丄 2加强教师流动监督，使教师流动透明公开 . 41 5丄 3设立教师流动津贴基金，做到专款专用 . 41 5丄 4拓宽农村教师流入渠道，确保农村教师队伍稳定 . 41 5丄 5建立城乡教师交流制度，引导教师合理流动 . 42 5丄 6推行教师支教制度，均衡城乡师资 . 42 5丄 7教育政策向农村学校、教师倾斜 . 43 V 5.2提高教师待遇和社会地位 . 44 5.2.1加大对义务教育的投入，均衡城乡学校投入 . 44 5.2.2切实提高教师的收入和福利 . 45 5.3提高区域办学管理水平，缩小学校间差距 . 45 5.3.1加大力度建设

23、农村学校 . 46 5.3.2加强农村师资队伍建设，不断提升教师的综合素质 . 46 5.3.3鼓励教师参与教育科研工作，逐步成为专家型教师 . 47 5.3.4管理 “ 以人为本 ” ，关心农村教职工 . 47 5.4加强师德建设，培养教师职业情感 . 48 5.4.1加强师德建设 . 48 5.4.2树立高尚的世界观和人生观 . 49 5.4.3培养教师职业自豪感 . 49 5.5借鉴美国、日本发达国家教师流动制度 . 50 5.5.1美国基础教育师资均衡配置措施 . 50 5.5.2 口本教师的 “ 定期轮岗流动制 ” . 51 5.5.3美、口义务教育师资流动经验及启示 . 52 会吉

24、 i吾 . 54 参考文献 . 55 研究生学习期间发表的论文和教育科研 . 60 if . 61 附录 1农村学校教师情况问卷调杳 . 62 附录 2对教育行政主管部门工作人员的访谈提纲 . 64 附录 3对学校领导的访谈提纲 . 64 VI Chinese Abstract Contents Eglish Abstract . II Chinese Contents . IV Eglish Contents . I Chapter 1 Introduction . 1 1.1 Research background . 1 1.2 Research purposes . 3 1.3 Res

25、earch significance . 1.3.1 Theoretical significance 1.3.2Practical significance . 4 1.4 Research Methods . 4 1.4.1 Literature method . 5 1.4.2 Interview method . 5 1.4.3 Questionnaire survey method 1.4.4 Case analysis method . 1.5 Related Concepts . 1.5.1 Teachers . 1.5.2 Teacher flow . 1.5.3 Teachi

26、ng Staff Development 1.5.4 Compulsory education . 1.5.5 Poverty-stricken counties. 1.6 Literature Review . 1 6 1 Foreign research status . 1.6.2 research state in China . 1.6.3 Analysis of research results . Chapter 2 Teacher flow of ompulsory education in poverty-stricken counties 2.1 Teacher Devel

27、opment of Compulsory Education in China . 6 6 6 7 7 8 8 9 10 .11 13 13 2.2 School teachers development situation of compulsory education in Guangdong VII Province . 15 2.3 Compulsory education teachers construction overview in Qingxin . 16 2.3.1 Education Overview in Qingxin . 16 2.3.2 Compulsory ed

28、ucation teachers flow in Qingxin . 17 2.4 Teachers flow characteristics of compulsory education in poverty-stricken counties . 19 2.4.1 Flow in the teaching profession . 20 2.4.2 Flow out of the teaching profession . 24 2.4.3 Flow structure of teachers . 25 2.5 Compulsory education teachers flow cha

29、racteristics of Qingxin . 25 Chapter 3 The reasons for the uneven flow of compulsory education teachers in poverty-stricken counties. 27 3.1 Theory of flow factors . 27 3.2 Flow reasons of poor counties compulsory education teacher . 27 3.2.1 Social and environmental factors . 29 3.2.2 Teachers pers

30、onal factors . 30 3.2.3 Organizational factors . 32 Chapter 4 The affect of the uneven teachers flow of compulsory education in poor counties . 36 4.1 Widening urban-rural gap in education . 36 4.2 disrupting the rural teaching order . 36 4.3 Exacerbating the instability of rural teachers . 37 4.4 . Leading to the loss or drop-outs of a large number of students . 38 4.5 . Harming the image of schools and teachers . 38 Chapter 5 Achieve the rational flow of the Regional Teachers of Compulsory Education to promote the balanced development of compulsory . 40 5.1 Improving the education law