Difficulities And Countermeasures Of The Exchange Of Compulsory Teacher’s Rotain In Urban And Rural

With the accelerated pace of urbanization,the gap between urban and rural development has gradually widened,and in education,the problem of unbalanced teacher deployment between urban and rural areas has become increasingly prominent,becoming an important factor impeding the balanced development of compulsory education in counties,which is mainly reflected in the unbalanced compulsory education in urban and rural areas.In order to solve this problem and prevent the "Matthew effect" in education,the government started to carry out education reform,and teacher rotation and exchange began to rise.The implementation of teacher rotation and exchange is conducive to optimizing the allocation of teacher resources,improving the construction of teacher teams,and promoting the professional development of teachers,which is an important measure to promote the balanced development of compulsory education in the county.This paper uses empirical research as the main research tool,and adopts questionnaires and informal interviews to conduct an in-depth investigation of 226 teachers in nine compulsory education stages in L County,Henan Province,and finds that the following dilemmas exist in the implementation process of teacher rotation and exchange in compulsory education stages in L County: first,the overall implementation level of teacher rotation and exchange is low,mainly manifested by the low mastery of teacher rotation policy,teachers’ First,the overall implementation level of teacher rotation and exchange is low,mainly manifesting as low mastery of teacher rotation and exchange policy,low recognition of teachers’ participation in rotation and exchange,weak sense of belonging of rotating teachers,lack of humanistic care,unreasonable incentive mechanism,inadequate monitoring and evaluation mechanism of rotation and low effectiveness of rotation;second,there are differences in the level of rotation and exchange among different groups of teachers,and the main problems are low recognition of rotation and exchange among married teachers,mastery of rotation and exchange policy and effectiveness of rotation among rural teachers to be improved,and the effectiveness of rotation and exchange among teachers without evaluation titles The main problems include low recognition of married teachers’ rotation and exchange,the degree of mastery of rural teachers’ rotation and exchange policies and the effectiveness of rotation and exchange for teachers without evaluation titles.This paper analyzes the causes of the problems at three levels: macro,meso,and micro.From the macroscopic dimension,factors such as rigid policy tools,insufficient humanistic care,and inadequate third-party support hinder the effectiveness of teacher rotation and exchange;from the mesoscopic dimension,factors such as inadequate dissemination of rotation and exchange policies,school orientation,prominent problems of alternative implementation,and difficulties in smooth cooperation due to the "disparity in strength" of inter-school resources hinder the effectiveness of teacher rotation and exchange.From the microscopic dimension,factors such as biased cognition of exchange subjects,passive individual behavior,imbalance of teachers’ inner demands due to cultural and living environment differences,and uneven teachers’ professional level,which makes it difficult to play an effective linkage role,hinder the play of teachers’ rotation and exchange.Based on the above study,this paper suggests that to solve the existing dilemmas of teacher rotation and exchange in compulsory education in the county,at the macro level,a combination of rigidity and flexibility should be adopted and people-oriented;relevant policies and measures should be improved and third-party support should be strengthened.At the meso level,the policy should be publicized more vigorously to enhance ideological recognition;establish a sense of the overall situation to build a cooperative community;and gather teachers’ strengths with "significant others".At the micro level,we should clarify teachers’ value orientation and form educational beliefs,and strengthen pre-service training to improve teachers’ comprehensive quality.