Rural Teachers' Discourse Analysis and Rural Teachers' Support Plan

Rural teachers, that is, teachers working in rural schools, appeared in the 1950s and 1960s. In order to solve the problem of rural education, governments at all levels have taken measures to recruit a large number of rural teachers.

The General Office of the State Council issued the Support Plan for Rural Teachers (20 15-2020), which requires: (1) comprehensively improve the ideological and political quality and professional ethics of rural teachers; (2) Expanding supplementary channels for rural teachers; (3) improving the living conditions of rural teachers; (four) unified urban and rural staff standards; (5) The evaluation and engagement of professional titles (positions) is inclined to rural schools; (six) to promote the flow of outstanding teachers in cities and towns to rural schools; (7) Improve the ability and quality of rural teachers in an all-round way; (eight) the establishment of rural teachers honor system.

Rural teacher support program

2017 March 12, at the press conference held at the press center of the Fifth Session of the 12th National People's Congress, Minister of Education Chen Baosheng pointed out when answering questions from Chinese and foreign journalists on "educational reform and development":

There are now 3 million rural teachers in our country, who are the backbone of our basic education, especially the gardeners of our rural children. In 20 15, the Rural Teachers Support Plan (20 15-2020) was issued. This plan is the first one about the construction of rural teachers in China, which means that the construction of rural teachers has become a national strategy. Since the implementation of the plan, the Ministry of Education has taken a series of measures to strengthen the construction of rural teachers. Due to the unbalanced development of history, economy and society, there is a shortage of rural teachers in China. This problem is very serious, manifested in three things. The Ministry of Education is introducing policies and measures around these three issues to strengthen the construction of rural teachers.

The first is "get down". The outstanding performance of the shortage of rural teachers is "unable to go down". After the promulgation of the plan, the "special post plan" will be implemented in depth, aiming at the construction of rural teachers and recruiting graduates to work in the countryside for the whole country. This has alleviated the shortage of rural teachers to some extent. 265 provinces and counties outside contiguous poverty-stricken areas and contiguous poverty-stricken areas are included in this scope.

The second is to "stay". If you continue, you can't stay, but you will leave after working for a while. This is also the problem of the "special post plan". There are three main ways to solve this problem. The first measure is that the central government has invested 5.253 billion yuan, benefiting 8.65438+0 million schools and nearly 6.5438+0.3 million rural teachers. Mainly to increase subsidies, so that their education work in rural areas can be compensated accordingly. Generally speaking, the average person is around 300 yuan. Some provincial governments contribute, and the standard is relatively high, which is 1.05 million yuan. This is to solve the problem of economic scope. The second measure is to build 400,000 sets of revolving houses throughout the country, which are for these rural teachers and special post teachers, so that they can live in better conditions and work there with peace of mind. The third measure is to improve their sense of honor. Honorary certificates were awarded to 1.06 million teachers who have taught in rural areas for more than 30 years, which is the first time in * * * and national history. Such a large-scale award of honorary certificates is to create a strong atmosphere for teachers to go to the countryside to teach, and to give them a sense of professional honor through such spiritual rewards. This is called solving the problem of "can't stay"

The third is "teaching well". It is to solve the problem of "poor teaching", mainly the quality problem. We have taken some measures to encourage principals and teachers with relatively high level to go to the countryside, with both economic measures and guaranteed conditions to encourage them to go. Another measure is training. The key to training is to have a good principal. In the past two years, we have trained 3.8 million principals and continuously trained them to improve their management and teaching level. With a good principal and a group of teachers, the teaching level of this village will be gradually improved. The next step is to continue to implement the rural teacher plan, and at the same time, to solve a problem, that is, to lean towards small villages and teaching points as much as possible, to solve the problem of the establishment of rural teachers and urban teachers, and to unify the establishment standards between urban and rural areas. The other is to try to solve the problem of "being short". The so-called "not high" problem is to solve some career development problems such as their professional title evaluation from the system. Make good institutional arrangements, and after a period of time, the shortage of teachers in our rural areas will be greatly alleviated.