新发展格局下县域教师交流轮岗的政策驱动机制及其优化-《南京师大学报》（社会科学版）

文章信息/Info

Title:: Policy-driven Rotation of Teachers Within a County Under the New Development Pattern: The Mechanism and Its Optimization

Keywords:: teacher exchange and rotation policy; policy-driven mechanism; element reconstruction; multi-level levers; intrinsic motivation

摘要:: 教师交流轮岗政策的实施，成为县域教育系统适应新时代城乡融合发展格局、走向高质量发展的关键举措。系统集成的全局性视角下，教师交流轮岗政策通过系统要件重构将县域教育组织从松散集合重构为多层次、高耦合的复杂系统。地方进一步通过多级杠杆对县域教育系统进行综合干预，调节教师资源流量在系统内的流向和流速，形成由教育政策直接驱动资源要素的发展机制。基于要件重构和多级杠杆所设置的系统架构，后续可进一步激发教师内生动力，逐步构建资源要素和教师内生动力相结合的双轮驱动机制。通过社会范式的渐进式改变、提升教师主动流动意愿和促进教师能量扩散等举措，对系统全局、系统要素、内在连接进行精准优化，推动县域教育系统走向高质量发展。

Abstract:: The implementation of teacher exchange and rotation policy has become a key measure for the education system at the county level to adapt to the new development paradigm of urban-rural integration and move towards high-quality development. From the system integration perspective, the policy is intended to reconstruct the county-level educational organization, making it shift from a loose set to a multi-level and highly coupled complex system through element reconstruction. The local governments use multi-level levers to comprehensively regulate the county-level education system, adjust the direction and rate of the flow of teacher resources, and form a development model that employs educational policies to drive the flow of resource elements. Based on the system architecture set up by the restructuring of elements and multi-level levers, such follow-up measures should be taken as to stimulate the intrinsic motivation of teachers, and gradually develop a two-mode driven mechanism that combines resource elements and the intrinsic motivation of teachers. The entire system（its elements and the connection among the elements in particular）can be accurately optimized through promoting the gradual change of social paradigm, improving teacher's willingness to join in the rotation program, and strengthening their empowerment so as to make it possible for the county-level education system to achieve high-quality development.

备注/Memo:: 乔雪峰，教育学博士，南京师范大学教育科学学院副教授（南京210097）。
本文系国家社会科学基金“十四五”规划教育学一般课题“基于复杂适应系统分析的县域中小学教师高质量发展模式转型研究”（BFA220175）的阶段性研究成果;受到江苏高校哲学社会科学优秀创新团队“新教育公平的理论建构与实践探索”的支持。
QIAO Xuefeng, PhD in Education, is Associate Professor at the School of Education Science, Nanjing Normal University（Nanjing 210097).