乡村教师队伍建设政策协同性评价研究-《南京师大学报》（社会科学版）

文章信息/Info

Title:: A Study on the Evaluation of Policy Synergy of Teacher TeamConstruction in Rural China

作者:: 李玲李伟; 李玲，西南大学教育学部教育政策研究所基础教育质量监测创新团队/中国基础教育质量监测协同创新中心西南大学分中心（重庆400700）；李伟，西南大学教育学部（重庆400700）。

Keywords:: rural teacher team construction; policy synergy; time synergy; department synergy; measure synergy

摘要:: 基于政策协同理论，建立政策协同度量模型，评价1978—2018年间乡村教师队伍建设政策历时协同、部门协同、措施协同情况。分析结果表明：乡村教师队伍建设“专题型”政策成为其主要政策类型；乡村教师队伍建设政策的制定逐渐由单一部门为主向相关部门联合为主转变，呈现出“间接性协同”的特点；在2012年之后，乡村教师队伍建设各政策措施的协同度增长趋势明显，且“增减方向”基本保持一致；补充性政策措施与其它政策措施的相互协同度明显高于评价性、待遇性、培训性政策措施相互之间的协同度。基于此，建议提升乡村教师队伍建设政策支持的精准性，增强教育行政部门统筹乡村教师资源配置的权限，增强乡村教师职业吸引力政策措施的运用力度。

Abstract:: Based on the data from the policies from 1978 to 2018 concerning the development of the team of teachers working in rural areas, this paper uses the expert scoring method to establish a policy synergy evaluation model to evaluate the policy time synergy, department synergy and measure synergy of rural teacher team construction. The results show that the “thematic” policy of rural teacher team construction has become its main policy type. The formulation of rural teachers team construction policy has gradually changed from engaging a single department to involving a combination of related departments, showing the characteristic of “indirect synergy”. After 2012, the trend of synergy of policies and measures in rural teacher team building is obvious, and the “direction of increase and decrease” is basically the same. The degree of synergy between complementary policy measures and the other policy measures is obviously higher than that between the evaluation, treatment and training policy measures. Based on this, we propose improving the accuracy of policy support for the construction of the team of rural teachers; strengthening the authority of education administrative departments to coordinate the allocation of human resources for rural schools; and increasing the use of policies and measures to enhance the attraction of the teaching position in rural areas.

备注/Memo:: 李玲，哲学博士，西南大学教育学部教育政策研究所基础教育质量监测创新团队/中国基础教育质量监测协同创新中心西南大学分中心教授、博士生导师（重庆400700）；李伟，西南大学教育学部博士研究生（重庆400700）。本文是国家社科基金重大项目“教育阻断贫困代际传递的政策设计与评估研究”（18ZDA338）、中央高校基金创新团队项目“基础教育质量监测”（SWU1709104）的阶段性成果。About the authors：LI Ling, PhD in Philosophy, is Professor and PhD Supervisor at Center for Education Policy, Southwest University(Chongqing 400700); LI Wei is PhD Candidate at Faculty of Education, Southwest University(Chongqing 400700).