乡村教师的一切身份行为都源自并表现于富含差异性与变异性的日常生活细节之中.对乡村教师日常生活的关注,从根本上提供了一个重新认识乡村学校与乡村教育的视角.乡村教师的身份追求与获取具有一定的重复性实践色彩,是基于劳动力市场和补充政策的理性抉择;日常生活资料的获取与消费状况反映出乡村教师的基本生存条件,直接影响到乡村教师对其身份的重新认知;环境的封闭性以及乡村学校管理上的特殊性,使得教师和学生容易形成一种天然共同体;专业成长机会经常与日常生活机会糅合在一起,并作为日常生活的一部分呈现出来.乡村教师正是在自己的日常生活中,并通过日常生活,不断理解乡村社会、乡村教育的深层结构和文化符码;同时,正是在这一认知、互动与实践过程中,教师的能动作用所呈现出来的创造力与价值感塑造了他们的身份认同.

In the past decade, the Special-Contracted Teacher Scheme has witnessed remarkable progress, but there are deficiencies including inadequate benefit guarantee for and mixed reviews on the quality of special-contracted teachers. In the context of developing the 14th Five-Year Plan (2021–2025) for education and accelerating the modernization of education, the current implementation of the Special Contracted Teacher Scheme requires to be further examined and judged, to adjust the policy in time and present policy recommendations for the supply of rural teachers during the 14th Five-Year Plan period. Therefore, several scholars were invited to contribute to gain insight into this policy from multiple perspectives.

In the past decade,the Special-Contracted Teacher Scheme has witnessed remarkable progress,but there are deficiencies including inadequate benefit guarantee for and mixed reviews on the quality of special-contracted teachers.In the context of developing the 14th Five-Year Plan(2021-2025)for education and accelerating the modernization of education,the current implementation of the Special-Contracted Teacher Scheme requires to be further examined and judged,to adjust the policy in time and present policy recommendations for the supply of rural teachers during the 14th Five-Year Plan period.Therefore,several scholars were invited to contribute to gain insight into this policy from multiple perspectives.

伙伴协作情境的构建既是大学与中小学基于自身功能需求的自觉行为,也是它们针对外部社会环境变迁的组织适应;既带有截然不同的兴趣指向、立场观念与组织文化印痕,也同时具备较为明确的任务取向和换位理解的共同意向.对于双方而言,共同构建伙伴关系下的协作情境,还需要跨过组织边界与生活方式的差异,迈过时间的不同范畴,体会话语与修辞中形式与内涵的变化,如同两只脚同时踏入不同的河流.这种跨界或居间的行为,既是协作情境得以构建的前提条件与主要手段,也是伙伴关系下协作行动的主要体现与核心内容,同时也是双方协作成果溯源的最根本因由.学校改进工作的长期化、内嵌化、精细化,既是大学与中小学伙伴协作所呈现出来的必然样态,也由伙伴协作得以开展所需确立的关系条件所决定.

乡村教育早已不再是过去传统意义上的学校教育形态,乡村教育将存留与乡村生活方式相一致的部分特征,同时应该包含现代教育要素,体现现代教育的优点.乡村教育的发展既要与当地适龄人口数量变化、经济发展水平相适应,还要积极谋划乡村儿童的未来发展,综合考虑村庄的发展前景,及其在城乡融合发展体制中的位置与功能,并进行分类定策施策.乡村教育振兴归根结底要依靠大胆而具体的教育改革与教育创新,壮大乡村教育发展的新动能.这既体现于区域教育的宏篇构筑,更体现于每一所乡村学校改进的华篇书写.城乡教育融合发展确实要暂时倚重城市教育的先行优势、资源与经验,但并非意味着乡村教育要照搬照学城市教育模式.乡村教育振兴应该是乡村教育潜在优势的显著化、鲜明化,并逐步彰显它的不可替代性.乡村振兴战略的持续实施,既直接改变了乡村教育的现实样貌,也展示出了未来乡村教育的四大优势.

地方公费师范生政策的目标主要是针对乡村教师质量的优化,其主要手段是通过"师范生免费教育"政策吸引、培养大批优秀教师,保证乡村教师的供给水平,促进城乡教师资源的均衡配置.从政策调节的对象看,地方公费师范生政策直接调整的对象是乡村教师的供给状况;从政策调节的实际结果看,它们是针对于乡村学校预期优质师资的定向补充手段.地方公费师范生政策通过挖掘历史遗产、加大地方参与,形成一种预先签约、定向补充的乡村教师供给模式.从乡村社会发展的内部视角看,这一政策旨在改变乡村人才外流的惯性,通过确定的职业预期与学习生活的相对稳定性,来诉诸于新生代农村人口的劳动就业理性,从而形成"留住机制",让部分优秀生能安心留在乡村,并且能得到相对均等的发展机会.

近年来,借助课堂教学提高名著阅读效率和质量的做法屡见不鲜,仔细分析会发现,名著阅读和课堂教学之间存在着四种矛盾关系:名著的大容量与课堂教学有限时间的矛盾、名著阅读复合型的人文体验和课堂教学工具性的矛盾、名著阅读兴趣的多样性和阅读教学任务的一定性之间的矛盾、名著阅读的个体参与特性和课堂群体统一性的矛盾.为了更好地解决这些矛盾,需要转变角色,组织开展以对话交流为主要形式的教学;需要精心设计,以学生的实际问题为内容;需要拓展空间,组织利于学生交流展示的语文活动.

农村儿童发展问题依然是我国儿童发展事业中不可忽视的大多数.不同地区社会经济发展水平与儿童人口抚养比呈负相关,多数省市儿童抚养比普遍高于老年人的抚养比,欠发达地区的儿童养护与发展责任的负荷过大,在缺乏外部政策支持与资源配置的情况下,必然会导致儿童过早进入社会劳动就业.因此,加大中央财政转移支付的力度,提高儿童养护与发展相关公共经费支出在中央及各级地方财政支出中的比例,进一步实施义务教育均衡发展战略,推进农村儿童早期看护与教育的公共服务事业,成为重要的政策选择.

It is difficult to translate the term Guo Xue(Ancient Chinese Learning in general)literately in English,because in ChineseGuocould be interpreted as country,nation and state.To take the historical context into consideration,Guoshould be understood within the discursive system of nation-state.On the one hand,Ancient Chinese Learning should contribute to the inheritance of national culture;on the other,it is supposed to cultivate the younger generation's cultural consciousness so that they are able to reflect upon the conflicts between hierarchical ethics in federal society and the values of nation-state in modern times.In this regard,significance of Chinese Acient Learning should be given to ways of improving students'competence in making value judgments.Drawing upon theories and experiences in the field of values deucation,first of all,we should initiate constant conversations between the traditional and modern culturd understanelings in the curriculum design.Second,in the process of learning students sho9 uld be eneouraged to research cultural isswes by themselve,Third,we should stand between value relativism and absolutism,facilitating students'access to meaning-making and giving them necessary directions at the same time.

由于教育体系的金字塔层级结构和城乡教育的中心—边缘格局,传播城市文明价值和知识的农村教育实质上已经成为农村人口城市化的重要通道.既定的城乡教育结构已经受到严重挑战,教育成为农村剩余劳动力向城镇或城市转移的新的拉力.农村教育的城市化发展是城市主导下的教育行政管理体制的要求.郊区城市化的学校配套建设、城乡一体化教育体系构建客观上加速更远乡郊地区学校教育的城市化发展.农村教育从来都不是简单地提供城市化通道,被动地接受城市化馈赠,而是一直以其特有的空间资源优势和内在文化力量积极地参与城市化的全部进程,努力追求可持续的新型城市化发展.

作为一种教育组织间的社会联结形态,大学与中小学合作共同体正在发展成为当前学校内外格局变化的新的发生性和结构性资源.坚持共同的教育信念与价值追求,聚焦共同的教育问题与现象,明确双方的利益指向和行动目标,尽管有其选择意志与意向一致的成分,但许多时候,它们都离不开外部组织力量的干预与促成,有时甚至是一个组织行为的制度安排或计划性结果.从时间的维度看,大学与中小学合作共同体是基础教育改革与发展的历史产物,是规划想象与组织建构的结果;而从空间的维度看,它既可以是抵制外部供应的区域内部的教育力量联结,也可以拥有脱域共同体的全部功能.

As the representation of divergences and collisions in different kinds of practices,it is not to deny the combination function in partnership cooperation,but to prove the important value of communication for persistent existence of estrangement.The different standpoints and attitudes can be regarded as the extra product of social division of labor,which are not only kinds of cultural rules in some fields,but also some tactics for life.Common sense,framework for interpretation,and structure variation and perspective changes challenge the current mind set,offer opportunity of transforming,and indicate obstacles in communication and possibilities of conversation inhibition.Though it cannot challenge the interactive collaboration system behind school daily life,partnership cooperation is bound to be the most possible interaction to shake the total system presently.Temporal potential difference testifies the inner rationality of experience complementation,and it is a remedy for self-dissatisfaction with shortage of time.This kind of partnership cooperation cannot transcend natural limitation of time,though it implies the unremitting pursuit of sense of whole time for humanity.

青少年自我意识发展中的内在矛盾与残留情感、行为上的原始冲动交织在一起,在校内交往中,容易形成各类成因复杂、程度各异、意义相悖的校园暴力行为。它们与社会上其他暴力的形式和实质完全不同。目前,中小学校园暴力主要有轻微的肢体碰撞、符号化的暴力、应激性对抗与未成年人犯罪行为等四种形态,其实质是中小学生在人际交互方面的一种试错性学习。在有效规训校园暴力方面,我国积累了三方面有益经验:反暴力的文化传统;稳定的政策干预;精细的学校管理风格。

“特岗计划”是中央政府专项资金支持中西部农村贫困地区，为集中解决农村义务教育最为急迫的师资问题而实施的重大周期性项目。它的实施与扩展已经成为促进基本社会服务均等化和城乡协调发展的一项重要制度安排。而实施状况不仅反映了“特岗计划”的政策效果，也凸显了其政策设计的基本特征。

School space consists of fixed space,semi-fixed space and indefinite space.The measuring,designing,selecting and constructing of school architecture,which is called fixed space,stand for the initial existence of school space.Semi-fixed space,where the materials and symbols appeared in forms of matter or culture can adjust and change according to the requirement of teaching,is a place where people and objects interact frequently.The indefinite space formed by bodies is the most productive location in school space and the centralizing place gathering ultimate force of school reform.The production of school space in forward direction and backward direction takes place interwovenly.It can either pose a function of pressure,supervision and standardization to the subject in school or provide them with stage and condition of performing and developing themselves.Therefore,school space always contains a possibility of re-generation or re-construction.

To promote the balanced development of basic education in certain district,there are three approaches for university,which are theoretical research and consultancy service,human resource development,UD partnership.And the last one is the important guarantee mechanism and a good chance to realize the three major functions of university,which emphasizes on renewal ideas and educational innovation to pursue the transformation of mode of science research and instruction and service from the perspective of the mission of university and the hypostasis of production of knowledge.It is the UD partnership for the balanced development of regional basic education advancing in double line which has advantage to facilitate the generation and integration of resource,and makes the mission of university concerning on basic education a leap from the stage of instinctive link or original meaning link to the stage of essential link in higher education system so as to realize the cultural innovation for integration of science research and service and learning.

选修模块增加了学校课程的弹性与广度,为学生的主动性选择提供了空间,是适应时代对人的个性化发展需求的教育自觉。不同类型的选修模块在单位学分面前是相同等级的,而从课程开发的主体来讲,国家课程、校本课程以及翱翔计划的选修模块则分别代表了三个不同序列的开发路径,反映了国家、社会不同主体对选修课程的理解及其对未来人才基本素质规格的不同诉求。翱翔计划的选修模块是北京市基于首都教育优势资源,打破基础教育与高等教育之间的壁垒,为创新性人才培养提供选择性课程支持的一项教育创新。

The subject curriculum resources bear the nature of the integration of consumption and production.The systematic development of subject curriculum resources is going with the cumulative growth of the implementation process of subject curriculum,which embodies the institutional function of self-reproduction and perfection in curriculum reform.The school-based development of subject curriculum including autonomic development and re-development reflects the high relevance with students' learning,teaching practice,potential resources,school values,curriculum administration and teaching subjectivity.The networked development of subject curriculum resources should attach importance to the construction and utilization of curriculum resource application platforms,linking the most vivid factor such as teacher and students across time-space to promote the pattern innovation and class optimization of subject teaching.It is important to study the influence of external environment such as market economy and information society in which subject curriculum resources exist,and to be aware of stratification and symbolic violence in this field,to achieve adequately the special value of school-based development.

Neither in the discourses what are transmitted in teacher education,nor on the teacher's mind,the meaning of teacher education is on the fusion of horizons between a teacher and other educators.With a teacher and educational knowledge being located in history,there is an inner reciprocity between the teacher's professional development and the increasing of educational knowledge,which make up of a union and a kinetic relationship to effective history in teacher education.The understanding and reception of any educational knowledge are always the self-understanding and reception by a teacher with his or her personal language.The fusion or resistance between the teachers' horizons and the curriculum in teacher education boosts teachers' understanding to develop creatively.The fusion of horizons is not a consensus completely,but always including a deeply questioning mind and criticism.

以教师专业成长为学校教育教学管理的核心,构建学校可持续发展的蓝图,需要进行"一个中心"与"两个基本点"的学校管理制度构架。以价值引领为中心,就是让教师充分理解教育过程的生命意义,从而自觉确立自身专业成长的价值起点。以发展性评价为基本点,就是要构建一种面向未来的评价体系,培育教师成长的良好文化环境,明晰专业成长的个人需求、目标与方向。以激励反思与创造为基本点,就是要不断完善推动教师成长的实现机制,倡导教师的教育教学自主性,通过反思与创造过程中的有益的思维内省和再学习活动,不断地丰富和完善自我。