胡蓉

摘 要：精准扶贫过程中，教育扶贫理念逐步明晰，我国持续多年出台大量政策文件推动教育精准扶贫，多方举措充实农村教师队伍数量，持续提升农村教师水平，取得了成绩，但还存在农村教师数量绝对不足与相对不足、机制僵化、岗位负面认知占主导、专业成长受限等问题。本文拟从制订破冰式政策，扩充本土化农村教师，树立农村教师岗位正面形象，引导民间师资力量走出混沌，线上线下混合助力农村教师专业成长，以虚拟教师改善学科结构不佳等方面提出对策，以构建农村教育新格局，助推精准扶贫。

关键词：精准扶贫;农村教师队伍建设;主要问题;对策

中图分类号：G451.2 文献标识码：A 文章编号：1674-7615（2020）04-0049-09

DOI：10.15958/j.cnki.jywhlt.2020.04.008

Abstract：In the process of precision poverty alleviation， the concept of educational poverty alleviation has gradually become clear. China has issued a large number of policy documents for many years to promote targeted poverty alleviation by education， with various measures taken to increase the number of rural teachers and to continuously improve their teaching ability. Though achievements have been made， but there are still problems like absolute as well as relative insufficiency in the number of rural teachers， mechanism rigidity， dominant negative cognition of positions， and limited professional growth. This paper intends to propose countermeasures from formulating ice￣breaking policies， expanding the number of localized rural teachers， establishing a positive image of rural teachers， guiding civil teaching staff out of chaos， mixing online and offline to help the professional growth of rural teachers， and improving the poor discipline structures with virtual teachers; and therefore to build a new pattern of rural education and promote precision poverty alleviation.

Key words：precision poverty alleviation; construction of rural teachers team; main problems; countermeasures

做实农村精准扶贫工作的枢纽在于教育扶贫，教育扶贫关键在于农村教师队伍建设。本文拟从精准扶贫视域入手，肯定农村教师队伍建设取得的成绩，剖析现存的主要问题，并试着运用多种理论提出相应的解决方案。

一、精准扶贫视域下农村教师队伍建设取得的成绩

（一）逐步明晰教育扶贫理念

农村贫困人群常处于精神贫困与物质贫困造成的异常顽固贫困中，且多相互影响并代际传递。美国经济学家西奥多·舒尔茨发现，收益低所造成的贫困与受教育程度有关[1]。世界银行编订的《1990年世界发展报告：贫困问题·社会发展指标》一书，以家庭为单位的统计数据揭示了受教育年限与贫困发生率的关联，以此提出了教育脱贫理念，详见表1[2]。……