新時(shí)代鄉(xiāng)村教師隊(duì)伍建設(shè)策略研究

陳仁寶 徐慧敏 柳愛群

摘要：為全面提升鄉(xiāng)村教育質(zhì)量，《鄉(xiāng)村教師支持計(jì)劃》等一系類相關(guān)政策出臺(tái)，但這些政策并未能從根本上解決鄉(xiāng)村教師隊(duì)伍建設(shè)難題。鄉(xiāng)村教師隊(duì)伍存在的下不去、留不住、教不好仍是亟須解決的問題。本文旨在以馬云鄉(xiāng)村教師計(jì)劃為例，研究鄉(xiāng)村教師隊(duì)伍建設(shè)策略。本文重點(diǎn)分析了目前鄉(xiāng)村教師教學(xué)隊(duì)伍建設(shè)面臨困境的原因，并相應(yīng)地提出應(yīng)對(duì)措施，最后分析馬云鄉(xiāng)村教師計(jì)劃對(duì)新任鄉(xiāng)村教師發(fā)展的影響。

關(guān)鍵詞：鄉(xiāng)村教師;教師隊(duì)伍建設(shè);馬云鄉(xiāng)村教師計(jì)劃

Research on the Strategy of Rural Teachers Construction in the New Era——Taking Ma Yun’s Rural Teachers Plan as an Example

Chen Renbao ?Xu Huimin ?Liu Aiqun

Abstact：In order to comprehensively improve the quality of rural education， a series of related policies such as the “Rural Teacher Support Plan” have been introduced， which have failed to fundamentally solve the problem of rural teacher team building. The rural teacher team cannot go down， retain， and teach poorly. It is still a problem that needs to be solved urgently. The purpose of this article is to take Ma Yun’s rural teacher plan as an example to study the strategy of rural teacher team building. This article focuses on analyzing the reasons for the current difficulties in the construction of the teaching team of rural teachers， and proposes corresponding countermeasures， and then points out the impact of the Ma Yun Rural Teachers Plan on the development of new rural teachers.

Key words：rural teacher;teacher team construction;Ma Yun’s rural teachers plan

1.Introduction

1.1Background

In order to comprehensively improve the quality of rural education， the state promulgated the “Rural Teacher Support Plan （2015-2020）”（hereinafter referred to as the“Support Plan”） in June 2015， requiring all provinces， autonomous regions， and municipalities to formulate in accordance with local conditions to meet the actual development and future needs of the region The promotion policy， the supporting measures in the plan include rural teacher training， wages， promotion and mobility， literacy requirements， professional development， etc. （Xu Hongmin & Wang Zhiqiu 1）. Failed to fundamentally respond to the inefficient cycle of structural loss and quantitative replenishment in the construction of rural teachers （Jian et al. 51）.

The current underdeveloped rural education is a weak part of our country’s education. The poor treatment of rural teachers， the lack of access to youth， structural shortages and many other problems still greatly hinder the modernization of rural education. The inability to go down， retain， and teach poorly in rural teachers are still problems that need to be solved urgently.

1.2 Project Description

How to make social forces participate in the construction of the rural teacher team is the core issue of Ma Yun’s Rural Teachers Plan. Among them， the guidance and professional training for the rural teachers’ profession undoubtedly provide us with a very important breakthrough， and this must be based on participation methods and explore the operating mechanism.

The Ma Yun Charity Foundation launched the “Ma Yun Rural Education Talents Plan” in 2015， providing 100 rural teachers with a total of 10 million yuan in bonus funding and professional development support for three years.After five years of practical exploration， a rural education talent support system based on “new teachers-senior teachers-principals” has been formed， and a complete talent incentive strategy path of “searching for benchmarks-talent training-innovative practices-creating communities together” has been formed （Ma et al. 22）.

2.Analysis of the Causes of the Predicament Faced by Rural Teachers

2.1The lack of motivation for independent professional development of rural teachers

The independent development of teachers is a key prerequisite for building a stable and excellent team of teachers. The compensation model for the construction of the rural teacher team mainly follows planned thinking and is carried out in accordance with the unified administrative management path from top to bottom. （Jian et al. 52）.Compared with urban teachers， rural teachers and their living environment have insurmountable heterogeneity （Tang Songlin 29）. The independent innovation ability of rural teachers has not progressed because of the development of modern education theory and education technology， but the trend of degrading is becoming more and more obvious.

On the one hand， rural teachers completely obey the arrangements of educational theoretic experts and technical organizations. However， due to the lack of actual teaching experience in these educational regulations， rural teachers are constrained by restrictions in actual daily teaching and lose flexibility of teaching， reduced to skilled workers under the guidance of experts， and made the interpersonal relationship between rural teachers indifferent. On the other hand， the public’s understanding and research on rural teachers and their specific living environment are only on the surface， which is totally unfavorable to develop the regional characteristics of rural teachers and exert their public awareness. Due to the backwardness of educational resources and theoretical knowledge， rural teachers did not obtain the same status as urban teachers， and gradually became their vassals， and their right to speak was further weakened. As a result， their professional teaching tasks had to imitate the teaching model of urban teachers. As a result， rural teachers are further marginalized.

2.2Due to the difference in the dual structure of urban and rural societies

Under the education investment system that divides urban and rural areas， a large number of high-quality educational resources are increasingly concentrated in urban schools. The dual structure of urban and rural education is caused by institutional factors. With the tilt of resources， with the rapid development of urban education， rural education gradually lags behind， and the gap is widening， and the development of rural education is obviously lagging behind that of the countryside.

Rural teachers have been trapped in a cultural journey that almost never ends to catch up with urban teachers.On the surface，rural teachersare pursuing professionalism and academics， but in fact， they have given up the freedom， independence and unconventional opportunities that intellectuals deserve. Also gave up the foundation of its own living environment. This phenomenon is called “the double loss of professionalism and publicity” by researchers （Tong Songlin 29）.In the context of the ever-widening gap between urban and rural areas， people from all walks of life have gradually labelled rural teachers such rigid labels as poverty， sadness， and quality of education， and completely ignored their noble and active image of teaching and educating people. Rural teachers’ enthusiasm for teaching has been severely hit by public opinion， and the huge psychological gap has aroused their desire to work in the city and their pursuit of material conditions; and the negative experience of cognition and emotion will smooth the enthusiasm of rural teachers for teaching， furthermore it will affect the teaching behavior of rural teachers， and gradually loses the original intention of educating people， and eventually leads to denying their own identity as rural teachers.

2.3 The long-existing “l(fā)eaving agriculture” thought in rural education

The theory of cultural capital reproduction believes that education is an important way for the bottom of society to move to the top of society （Wu Mei & Xu Xiaojun 62）. The conflict between rural teachers and urban and rural culture is not just a “present” issue， but more of a “historical” issue. After the establishment and development of the dual system of urban and rural areas， the gap between urban and rural areas has been widening in an unstoppable trend， which has made rural education’s “agricultural separation” more serious.

Contempt for the countryside has become a common social psychology， and escaping from the countryside has become a common social value choice. In order to realize the upward mobility of the social class， and at the same time， influenced by the idea of “people going to the heights”， education has become the best way out for villagers to leap into the dragon. Parents and teachers in the village hope that the children in the countryside will study hard and succeed in getting out of the country. The country， separated from the identity of the countryman， lays a solid foundation for becoming an urbanite. Rural teachers themselves do not want to stay in the country， but they suffer from no way to teach in the city. Although they are in the countryside， they become urbanites with one mind， and their sense of responsibility for rural teaching is gradually declining， which further declines rural education.

3.The Countermeasures for the Construction of Rural Teachers

3.1Constructing the Professional Identity of Rural Teachers

The construction of teacher identity is a logical self-consistent process （Rong Zhongkui 87） that is guided by the core value orientation of the social conscience spokesperson by dealing with the relationship between the individual and nature， with others， and himself. Rural teachers are the soul of rural education. In order to improve the quality of rural teaching， improving the treatment of rural teachers is the most important factor， and it is also the most effective policy.

Therefore， we need to adjust the salary structure of rural teachers and increase their income levels. Implement a living subsidy policy to increase the income of rural teachers and reduce the pressure on rural teachers’ lives， so as to eliminate the worries of rural teachers and enable them to concentrate on education. Provinces should increase financial support for rural education， and the government should implement a subsidy strategy for rural teachers in accordance with the development of local rural education. For example， it is necessary to innovate the management of teacher establishment. The issue of establishment is a key issue in the construction of the teaching team. It is related to a series of links such as teacher treatment， social security， professional title， training， etc. It is very important to the teacher’s sense of professional stability and security （Pang et al. 112）. It is necessary to focus on the specific conditions of the towns and villages in each region， and to lean towards the rural teachers.

In addition， the construction of the professional identity of rural teachers needs to continuously improve the social status of rural teachers， fully promote the good atmosphere of respecting teachers， and provide sufficient platforms for rural teachers to participate in social and public affairs. For example， the establishment of an honor system for rural teachers. For teachers in rural areas， the “Most Beautiful Rural Teachers” activity is held every year to let more people know the glorious deeds of these outstanding rural teachers. Through the implementation of effective strategies， rural teachers will eventually become an enviable and respected profession.

3.2 Localization Training of Rural Teachers in the New Era

The localization of rural teachers refers to the cultivation of rural teachers with rural feelings， regional identity， and identity （Cai et al. 83）. Local feelings must be integrated into the professional concept. “Local feelings” refer to people of different blood ties who are in the same country and share the same land， because of the connection between their places of residence and the day and night in daily life， they have formed common values， common historical memories， common living customs， etc. （Fang Ming 1）In this native land， the local rural teachers will have an inexplicable affection， at least in the form of their adaptation to the local rural society’s life patterns and customs. They have a natural advantage in this regard. They want to build their own hometown better， are willing to feed back the hometown， and dedicate one’s own meager strength. Their love for this land will be directly reflected in their daily teaching. They will have a sense of familiarity and closeness with rural students， and will better understand the various physical and mental characteristics of rural students， so they are more willing to serve themselves in this land. Dedicated to his teaching career for a lifetime.

Of course， if this is only the wishful thinking of local village teachers， it will naturally not work， which requires policy support. For example， we must vigorously promote localized enrollment， focus on exploring the training mechanism of local normal colleges， and form an integrated model of teacher education through targeted enrollment， targeted training， and targeted distribution of training models， strictly control the entrance of teachers， and optimize the source of teachers. Optimize the localized enrollment system， give priority to outstanding local rural teachers， and add an interview session with local feelings about one’s hometown during the enrollment stage， which can be used as an important reference for admission.

3.3Promoting the endogenous development of rural teachers

The endogenous development of the construction of the rural teacher team needs to make the rural teachers in rural social construction and rural education revitalization from the marginal participation of the “other” to the central participation of the “me” （Jian et al. 56）. If we want to fundamentally solve the problem of rural teacher team building， we have to start with the rural teachers themselves.

Rural teachers should enhance their own professional development awareness， tap the unique connotation and meaning of rural education， and improve the endogenous force of professional growth. Rural teachers should enhance their sense of responsibility and mission， and always keep in mind that their professionalism is the key to determining the quality of rural education and the decisive factor in the development of rural education.Rural teachers also need to formulate professional quality development plans based on their own actual conditions.Rural teachers should be clear about their own development direction and their own shortcomings. Organizing the training of rural teachers is an important measure to promote their professional development and improve their overall quality. Rural teachers need to communicate with experts in terms of teaching experience， teaching method training and teaching skills to make up for the gap in resources， and the training methods should be flexible and diverse. In this way， on the one hand， experts can have a deeper understanding of the problems in rural education at the current stage; on the other hand， rural teachers can also make their own ideas understood by superior experts， so that they can answer all the doubts and improve their own teaching methods to make them more targeted. Professional departments should verify the effectiveness of training from four levels of knowledge， attitude， behavior， and effectiveness， continue to innovate the rural teacher training mechanism， and promote the revitalization and development of rural education.

4.The Impact of Ma Yun’s Rural Teacher Program on the Development of New Rural Teachers

4.1Improving the ability of new rural teachers to learn independently，

Participating in the Ma Yun Rural Teachers Program greatly improves their internal drive. Internal drive refers to the internal state of an organism that is evoked by internal or external stimuli and can point to a certain goal （Hu Yongxin 22）. A hybrid training method is adopted for the training of new teachers， and online and offline are combined to provide opportunities for new teachers to learn cooperatively and form a learning community. The learning community needs to have a vision， learning motivation， corresponding knowledge base， ability base， know how to do it， and be able to learn from practice （Li et al. 42）.

The members of the project team communicate with each other and give feedback and the help of the instructor， teaching skills and abilities have been greatly developed. The learning of new rural teachers is full of freshness， and it is easier to stimulate the motivation for learning. They can drive the learning of other teachers with points and areas， and achieve the benign and cyclical development of the learning community. From the external rigid requirements to the internal drive， learning has gradually become a habit. Sexual behavior understands that teachers are a work of conscience， strengthens the teaching beliefs of new teachers， and strengthens the identity of rural teachers. The common problem of new rural teachers is that they cannot apply the teaching theories they have learned to practice. The Ma Yun Village Project has provided them with a lot of practical training， enabling them to apply the teaching strategies they have mastered， knowing how to carry out teaching activities creatively， and laying a solid foundation for the real classroom in the future.

4.2Improving the ability of new rural teachers to cooperate

Research shows that cooperation between teachers is particularly important for teachers’ professional practice because it plays a role in all aspects of teachers’ work， including teaching practice， teacher learning， participating in school decision-making， building school culture， and job satisfaction.

Through the new teachers of the Ma Yun Rural Teachers Program， they have developed a good habit of cooperating with others since they first joined. Interview data shows that Ma Yun’s Rural Teachers Plan has formed a multi-dimensional professional development system such as team communication and online learning platforms to form a learning community that integrates offline and online rural teachers， and expands the exchanges between teachers of different schools and different subjects. Channels enable rural teachers to communicate， help each other， collaborate with each other， and make progress together in this learning community. A strong learning and communication environment can provide a strong endogenous motivation for the construction of a rural teacher learning community. Teachers are given the opportunity to express themselves effectively， so that the learning community is transformed from a passive educational administrative organization’s enforcement into a teacher’s spontaneous learning. Motivation to stimulate teachers to communicate and cooperate with each other in educational and teaching practice activities， jointly construct the interest and vision of the learning community， and strive to build a positive， friendly， upward and win-win cooperation， exchange， mutual learning and common growth atmosphere. （Cai et al. 85）

4.3Improving the leadership of new rural teachers

Ma Yun’s rural teacher plan aims to cultivate the vision of new rural teacher leaders and enhance their influence ability， so as to shape the leadership of new rural teachers. “Leadership” refers to the ability of individuals to influence a group to achieve a common vision， and to have an impact on teachers’ beliefs， behaviors， and values（Li et al. 41）. For teachers， leadership exists in different stages of teacher professional development， referring to teachers The main goal of self or collective is to promote student learning and achievement， and influence the process of improving teaching and learning by colleagues， principals and other school members （Li et al. 42）.

The Ma Yun Rural Teachers Program has cultivated the leadership of new teachers in rural areas， which is mainly reflected in the four levels of individuals， students， colleagues and schools. First of all， the Ma Yun Rural Teachers Program has aroused strong feelings for the development of professional quality of rural teachers. He wants to apply the new ideas and teaching methods he has learned to daily teaching practice， and then cultivate his own leadership and commit himself to the development of the school. Secondly， new teachers in rural areas have formed a vision to influence students. Students are the direct beneficiaries of the Ma Yun Village Teacher Program. Students can intuitively feel the difference between teachers who have received the program or not. Invisibly， teachers who have received the training will leave a tall image in the children’s heart， and are impressed by their professionalism. The prestige is easily established in this way， which facilitates the development of follow-up teaching activities. Finally， the new teachers in the village formed a vision of influencing their colleagues and gradually formed an influence within the school. In fact， the Ma Yun Rural Teachers Program is to cultivate some benchmarks， let them make achievements first， and then set a good example for other ordinary rural teachers， gradually change the current situation of education in a certain area， and ultimately improve the overall level of rural education.

5.Conclusion

The Ma Yun Rural Teachers Plan only provides a feasible idea for alleviating the problem of rural teacher team building. Rural teachers are the fundamental decisive factor. If we want to really solve it， we must do our best to promote the endogenous development of rural teachers. The endogenous development of the construction of the rural teacher team in the era refers to the fact that existing teachers improve their academic level， on-the-job training， and improve the quality of teaching through their internal drive. The construction of rural teachers has a long way to go. It requires the attention and participation of people from all walks of life in order to alleviate the plight of rural teachers’ “unable to leave， retain， poorly teach， and lack of development”， and to cultivate rewarding for rural teachers.

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該項(xiàng)目為衢州學(xué)院2021年國家級(jí)大學(xué)生創(chuàng)新創(chuàng)業(yè)訓(xùn)練計(jì)劃項(xiàng)目《教育治理現(xiàn)代化視閾下鄉(xiāng)村教師隊(duì)伍建設(shè)的內(nèi)生性發(fā)展研究——以馬云鄉(xiāng)村教師計(jì)劃為例》的研究成果，項(xiàng)目編號(hào)202111488031。