中國大陸「鄉村教師支持計畫(2015-2020)」的分析與啟示

The Analysis and Enlightenment of“Support Plan for Rural Teachers in Mainland China (2015-2020)”

2015年6月1日中國發佈了鄉村教師的重要政策－－鄉村教師支持計畫（2015-2020），本研究旨在分析此政策的內容、表現與問題，並據此提出對臺灣實施偏鄉教育政策的啟示。研究者主要是利用「國家哲學社會科學學術期刊數據庫」的中方相關文獻，也訪談三位大陸專家以為諮詢。政策內容主要包括：1.拓展鄉村教師補充管道2.提高鄉村教師生活待遇3.統一城鄉教職工編制標準4.職稱（職務）評聘向鄉村學校傾斜5.推動城鎮優秀教師向鄉村學校流動6.全面提升鄉村教師能力素質7.建立鄉村教師榮譽制度等。政策表現與問題歸納出1.鄉村教師薪資略增但城鄉差距大2.職稱評定翻轉給鄉村教師成長動力3.特崗計畫不易保障師資素質4.師資編制縣管校聘，運用周轉池有效支援鄉村教師人力5.一專多能培訓教師符合鄉村場域教學的現實6.工作環境差與社會地位低難以憑單一計畫扭轉7.榮譽稱號僅為虛名無實質誘因8.政策追求短期績效、法制化不足及執行不落實是成敗最大關鍵等八項問題。最後研究者提出1.對偏鄉教師亦應有積極性的差別待遇傾斜2.可仿特岡制度專招願意在偏鄉任教的師資生進行培育3.培養一專多能具跨領域能力的偏鄉教師4.偏鄉教師流動的因素多元，政策應該要多管齊下對臺灣偏鄉教育政策的四點啟示。

"On June 1, 2015, China released Rural Teacher Support Plan (2015-2020), which is an important policy for rural teachers. This research aims to analyze the content, performance and problems of this policy, and proposed insight for Taiwan in its rural education policy. The researchers mainly adopted relevant Chinese literatures in“National Social Sciences Database”while interviewing three experts in mainland China for consultation. The policy contents mainly include: (1) expanding supplementary channels for rural teachers; (2) improving the living benefits of rural teachers; (3) unifying the standards for the establishment of urban and rural faculties and staffs; (4) preferential policy support for professional title (position) evaluation and employment to rural schools; (5) promoting the flow of excellent urban teachers to rural schools; (6) comprehensively improving the ability and competency of rural teachers; (7) establishing an honor system for rural teachers, etc. The policy performance and problems are summarized as following eight points: (1) rural teachers’salary increases slightly, but there is a big gap between teachers’salary of urban and rural areas; (2) the preferential professional title evaluation gives rural teachers a growth impetus; (3) it is not easy for the special post plan to guarantee the competency of teachers; (4) the teachers are managed by the county and recruited by the school, and the turnover pool is effectively used to support the manpower of rural teachers; (5) teachers mastering multiple skills while specializing in one major meet the reality requirement of rural field teaching; (6) it is difficult to reverse the poor working environment and low social status with a single program; (7) the title of honor is only a name with no substantial incentives; (8) the policy pursues short-term performance, legalization and implementation are the biggest keys to success. Four enlightenment for rural education in Taiwan are proposed: (1) there should be a positive discrimination for teachers in rural areas; (2) the special post plan system can be imitated to recruit normal students who are willing to teach in rural areas; (3) teachers mastering many skills while specializing in interdisciplinary ability should be cultivated for rural areas; (4) there are multiple factors for rural teacher turnover, and the policy should be multi-pronged."