Research On The Evolution Of Rural Teacher Policy Since The Founding Of The People’s Republic Of China

Rural education is the largest denominator in my country’s education system.It plays a fundamental,overall and leading role in building a well-off society in an all-round way and revitalizing the countryside in an all-round way.In order to develop rural education,rural teachers are the key.Only by formulating and implementing more scientific and effective rural teacher policies can fundamental guarantees for rural teachers be realized in the system,creating a good social atmosphere that respects teachers,teaching more all-round development talents needed in the new era.Based on this understanding of reality,this article uses historical research methods,literature research methods,and comparative research methods to examine the rural teacher policy after the founding of the People’s Republic of China from a historical perspective,systematically sort out its evolution process,and combine the social backgrounds of different stages of development to make policies.The influencing factors of the evolution are summarized,and the characteristics of the rural teacher policy in the evolution process are explored.Finally,on this basis,targeted countermeasures and suggestions are put forward for the future development and improvement of the rural teacher policy.The thesis mainly expands the discussion from the following five parts:The first part is the introduction.It introduces the reasons for selecting the topic of the rural teacher policy,the literature review of the previous research results,the definition of related concepts,as well as the research significance and research methods.The second part combs the evolution process of rural teacher policy since the founding of the People’s Republic of China.This research divides the changes in my country’s rural teacher policy into five stages: start-up and transition period(1949-1977),recovery and adjustment period(1978-1992),consolidation and improvement period(1993-2005),exploration and deepening period(2006-2014),and innovation period(2015to present),and summarized and analyzed the main content and key policies of rural teacher policy evolution in different periods.The third part mainly analyzes the factors affecting the evolution of rural teacher policy since the founding of New China from the four perspectives of economic development,political system,ideology and culture,and rural teacher groups: economic level is the prerequisite for the development of rural teacher policy,the political system determines the tone of the rural teacher policy,the promotion and obstruction of ideology and culture on rural teacher policy,and the particularity of the rural teacher group.The fourth part summarizes the characteristics of rural teacher policy changes through the analysis and interpretation of the policy text: policy value orientation has changed from tool-based to teacher-based;policy formulation changed from focusing on large-scale expansion to pursuing high-quality development;policy status has moved from "behind the scenes" to "before the stage";policy content has moved from independent and single to multiple and comprehensiveThe fifth part summarizes the main problems of the rural teacher policy since the founding of the People’s Republic of China,reflects and analyzes its shortcomings,and then puts forward targeted countermeasures and suggestions.