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近几十年来,美国农村中小学面临着严重的教师队伍不稳定问题,教师离职率高,某些学科教师短缺,偏远贫穷学校招聘不到合格教师。为了解决这些问题,美国州和学区尝试了多种解决办法,其中“替代认证”、“培养自己人”、“新教师入门指导”和“针对性激励”等几项措施应用比较广泛,取得了较好的成效。这些措施分别针对潜在教师群体、新入职教师和在职教师所设计。这些对策可在设计思路、教师培训主体、学校支持和薪酬制度设计上为我国解决农村教师短缺问题提供借鉴。
In recent decades, the primary and secondary schools in the rural areas of the United States face serious problems of instability in the teaching staff, high teacher turnover rate, shortage of teachers in certain disciplines, and lack of qualified teachers in remote poor schools. In order to solve these problems, the U.S. states and districts have tried a variety of solutions. Among them, “Alternative Certification”, “Cultivating Oneself”, “New Teacher Orientation” and “Specific Incentive” The measures are widely used and achieved good results. These measures are designed for potential groups of teachers, newly recruited and on-the-job teachers respectively. These measures can provide reference for our country to solve the shortage of rural teachers in the design ideas, the main body of teacher training, school support and salary system design.