【作者】 易兰；

【导师】 陈恩伦；

【作者基本信息】 西南大学 ， 教育法学， 2021， 博士

【摘要】 乡村教育振兴既是乡村振兴的重要组成部分,又是乡村振兴的重要战略支撑。然而,步入新时代,乡村教师反而是中国基础教育向更高水平迈进的短板。鉴于此,在全面推进乡村振兴的时代洪流中,本研究从乡村教师培训的困境出发,以多中心治理为理论视角,探寻提高乡村教师培训效率的有效路径。在整个研究的过程中,以任务推进为线性思路,以研究工作和研究主题为模块,综合运用文献法、问卷法、访谈法和案例法,围绕着给乡村教师“赋能”“赋权”,优化乡村教师培训及其治理,建构了乡村教师培训的多中心治理体系。最重要的探索是整个研究运用多中心治理理论,设计了乡村教师培训治理的行动方案;从乡村教师的学习与发展立场,提出了赋能与赋权的培训设想;从供给与需求的角度建构了乡村教师培训治理的宏观分析框架。乡村教师培训在历史变迁中不断发展进步,但是,核心使命是助推专业成长,振兴乡村教育,助力乡村振兴。从国家教育政策变迁反思乡村教师培训的历史发展。重点分析了新世纪以来,中国乡村教师培训的政策文件,特别是“国培计划”对乡村教师培训的影响。站在新时代的起点,反思了中国乡村教师培训的理想与问题。分析发现,经过70多年的发展,乡村教师培训的国家理想是:(1)助推专业成长:知识、能力与职业身份认同的改进;(2)振兴乡村教育:人才、队伍和学校教育力量的优化;(3)助力乡村振兴:“为了乡村”“关于乡村”和“立足乡村”的培训。但是,也存在着注重以城市导向而弱显乡土特色、重视行政治理轻视乡村教师赋权、乡村教师培训单向度供给等问题。需求分析是乡村教师培训的重要内容,但是,中国乡村教师培训存在着严重的供需矛盾。运用培训需求分析,参照变革型学习理论,重点分析了乡村教师培训的需求,基于问卷调查和访谈,分析了乡村教师培训的现实问题。在全国范围内收回有效问卷共1184份,并对20位教师,22位校长,21位教育行政机构人员,4位培训机构人员,5位培训教师展开访谈,分析发现:乡村教师培训供给与教师需求错位、乡村教师培训负担重偏重权力偏小、乡村教师培训缺乏多元主体协调治理。乡村教师培训是多元主体共同参与的复杂性实践活动,因此,多中心治理是解决乡村教师培训供需矛盾的重要方案。从乡村教师培训的多中心治理表征与属性出发,建构了一个改革的框架,进一步明确了乡村教师培训多中心治理的价值尺度和要点。分析发现:多中心治理与乡村教师培训之间具有内在的一致性,可以从治理的主体、目标、秩序与手段革新,探索乡村教师培训的多中心治理。因此,新时代乡村教师培训治理的改革思路与方向是教师为本的发展导向、制度创新的治理模式、优质服务的能力建设、科学设计的培训规划、精准匹配的培训方案。建构乡村教师培训的多中心治理秩序、探索乡村教师培训的多元化投入渠道、融合乡村教师培训的多中心治理绩效和引入乡村教师培训的多中心治理保障。推进和落实乡村教师培训的多中心治理离不开实践机制的变革与创新。在实践机制上,一是重新定位乡村教师培训多中心治理的主体功能分析,拓展乡村教师、教师培训机构、教育政府部门、乡村学校和培训者的定位。二是重构乡村教师培训多中心治理的主体协同关系、协同动力与协同方式,建构“五中心协同”的治理模式。三是革新乡村教师培训多中心治理的多重逻辑,分权治理、经济辐射、人才输出、调控监督、评估反馈。在实践的逻辑上,清晰定位多中心的职责,组建扁平网络化治理;引导理性竞争,实施多层次管辖交叠;做好法律监管,搭建以政府为主导的利益均衡器。通过关系重构、职责重组和联动协同推进多中心治理的实施,并从制度、组织、资金、管理、评估等多个方面入手,以保障多中心治理的实现。更多还原

【Abstract】 Rural education revitalization is not only an important part of rural revitalization,but also an important strategic support of rural revitalization.However,in the new era,rural teachers are the shortcoming of China’s basic education to a higher level.Therefore,in the current of The Times to comprehensively promote rural revitalization,this study starts from the plight of rural teacher training and takes polycentric governance as the theoretical perspective to explore effective ways to improve the efficiency of rural teacher training.In the course of the study,based on task to promote linear thinking,research work and research theme of module,integrated use of literature method,questionnaire method,interview method and case law,around the teachers to the countryside "assigned to" empowerment "," optimization of rural teacher training and management,building the polycentric governance of rural teacher training system.The most important exploration is that the whole research uses the multi-center governance theory to design the action plan of rural teacher training governance;From the standpoint of rural teachers’ learning and development,the author puts forward the training idea of empowerment and empowerment.Construct the macro analysis framework of rural teacher training governance from the perspective of supply and demand.Rural teacher training has made continuous progress in the course of historical changes,but its core mission is to boost professional growth,revitalize rural education,and help rural revitalization.Reflections on the historical development of rural teacher training from the perspective of national education policy changes.This paper mainly analyzes the policy documents of rural teacher training in China since the new century,especially the influence of "national training plan" on rural teacher training.Standing at the starting point of the new era,this paper reflects on the ideal and problems of rural teacher training in China.The results show that after more than 70 years of development,the national ideal of rural teacher training is:(1)promoting professional growth: improving knowledge,ability and professional identity;(2)Revitalizing rural education: optimizing talent,team and school education strength;(3)Facilitating rural revitalization: "For rural areas","about rural areas" and "Based on rural areas" training.However,there are also some problems,such as paying attention to urban orientation but not showing local characteristics,paying attention to administrative governance and ignoring the empowerment of rural teachers,and highlighting the unilateral supply of rural teacher training modes.Demand analysis is an important part of rural teacher training,but there is a serious contradiction between supply and demand in rural teacher training in China.Based on the training demand analysis,referring to the transformational learning theory,this paper focuses on the analysis of rural teacher training needs,based on the questionnaire and interview,analyzes the practical problems of rural teacher training.Back 1184 effective questionnaires were taken back across the country,and the 20 teachers,22,21 education administration personnel,four institutions for training personnel,five trainers on interviews,analysis found that: rural teacher training of supply and demand dislocation,rural teacher training burden on small power multiple subject,lack of rural teacher training coordination management.Rural teacher training is a complex practical activity involving multiple subjects.Therefore,multi-center governance is an important scheme to solve the contradiction between supply and demand of rural teacher training.Based on the characteristics and attributes of rural teacher training’s polycentric governance,this paper constructs a reform framework and further clarifies the value scale and key points of rural teacher training’s polycentric governance.The analysis shows that there is internal consistency between polycentric governance and rural teacher training,and the polycentric governance of rural teacher training can be explored from the main body,goal,order and means of governance innovation.Therefore,the reform ideas and directions of rural teacher training and governance in the new era are teacher-oriented development orientation,governance mode of institutional innovation,capacity building of quality service,scientifically designed training plans and training schemes with accurate matching.Construct the order of multi-center governance of rural teacher training,explore diversified investment channels of rural teacher training,integrate the performance of multi-center governance of rural teacher training and introduce the guarantee of multicenter governance of rural teacher training.To promote and implement the multi-center governance of rural teacher training is inseparable from the reform and innovation of practice mechanism.In terms of practical mechanism,one is to reposition the main function analysis of multi-center governance of rural teacher training,and expand the positioning of rural teachers,teacher training institutions,education government departments,rural schools and trainers.The second is to construct the main body synergy relationship,synergy power and synergy mode of rural teacher training multi-center governance,and construct the "five-center synergy" governance mode.The third is to innovate the multiple logic of multi-center governance of rural teacher training,including decentralized governance,economic radiation,talent output,regulation and supervision,evaluation and feedback.In the logic of practice,the responsibility positioning of many centers should be clearly defined,flat network governance should be established,multi-level jurisdiction overlapping should be implemented to guide rational competition,and legal supervision should be a benefit equalizer dominated by the government.Through the relationship reconstruction,responsibility reorganization and linkage to promote the implementation of multicenter governance,and from the system,organization,capital,management,evaluation and other aspects to ensure the realization of multi-center governance.更多还原