A multi-dimensional examination of rural teacher development and innovation of educational models in the new era
新时代乡村教师发展的多维度审视与教育模式创新

摘要

乡村教师职业认同面临社会地位边缘化、工作负荷超载、乡土文化认同“去乡土化”等多重危机，还遭遇人力资本流动悖论、政策执行偏差等系统性困境。教育技术本可破解资源困境，却受基础设施、数字技能及资源适配性制约，未能充分发挥价值。乡村教师作为核心力量，其发展困境影响乡村教育质量、文化传承与教育公平。当前，乡村教师社会声望、薪酬待遇和发展机会低于城市教师，平均额外承担3至5类教学外事务，职业倦怠普遍。教师培训体系城市化导向导致乡土文化传承断裂。教育技术应用受网络、设备条件限制，因教师数字技能“年龄分层”难推广，且资源与乡村需求匹配度低。优秀教师流入城市，政策执行有形式化和监督评估不足问题，体现为师资不稳定与“低水平循环”，政策红利难落地。破解这些困境对稳定教师队伍、提升教育质量等意义重大，是建设教育强国的基础。

Abstract

Rural teachers face multiple crises in their professional identity, including marginalization of social status, excessive workload, and "de-localization" of their local cultural identity. They also encounter systemic dilemmas such as the paradox of human capital mobility and policy implementation deviations. Educational technology, which could potentially solve resource constraints, is limited by infrastructure, digital skills, and resource adaptability, failing to fully realize its value. As a core force, the developmental difficulties of rural teachers affect the quality of rural education, cultural inheritance, and educational equity. Currently, rural teachers have lower social prestige, salaries, and development opportunities than urban teachers, and on average bear 3 to 5 additional non-teaching tasks, leading to widespread professional burnout. The urbanization-oriented teacher training system has resulted in a break in the inheritance of local culture. The application of educational technology is limited by network and equipment conditions, and its promotion is difficult due to the "age stratification" of teachers' digital skills, and the matching degree between resources and rural needs is low. Excellent teachers migrate to cities, and policy implementation suffers from formalism and insufficient supervision and evaluation, resulting in teacher instability and a "low-level cycle," making it difficult for policy benefits to materialize. Overcoming these challenges is crucial for stabilizing the teaching force and improving the quality of education, and is fundamental to building a strong education nation.