An Analysis Of The Contents Of The Teachers Allocation Policy In Guangxi Rural Schools Based On The Hall Decoding Theory

The policy of teacher allocation in rural schools in Guangxi has been implemented for a period of time,but there are still a series of problems such as difficulty in recruiting rural teachers in poverty-stricken areas,low teaching level,and high mobility.The existence of these problems is not only due to deviations in the implementation of relevant policies,but also greatly related to the content of the policy itself,such as whether the policy objectives in the policy text match the teachers' real wishes.If the policy objectives cannot meet the needs of teachers,the policy Even if it is implemented smoothly,it cannot completely solve the actual problems.Existing studies mostly explore the effect of policies on the allocation of rural teachers from the perspective of policy implementation,and rarely explore the impact of policy content on the allocation of rural teachers from the perspective of policy texts.Therefore,in order to further promote the balance of urban and rural teachers and solve the problem of rural school teacher allocation,it is very necessary to analyze the content of the teacher allocation policy of rural schools in Guangxi.This research is mainly divided into three parts.First,based on Hall's decoding theory,education equity theory,and educational resource allocation theory,we select policies issued at the national level during 1949-2020 for all regions of the country to deal with the allocation of rural teachers during 1949-2020.The policies formulated by the People's Government of the Zhuang Autonomous Region,the Education Bureau of the Guangxi Zhuang Autonomous Region and other district-level authority organs have selected and sorted out the texts of the teacher allocation policy in rural schools in Guangxi since the founding of the People's Republic of China.Secondly,the establishment of analysis standards and analysis of relevant texts found that the current Guangxi rural school teacher allocation policy shows that the overall policy intent is problem-oriented,the overall policy measures have a certain linkage,and the teacher training policies are insufficient in three aspects.The analysis framework includes the following secondary analysis.The formulation of the primary analysis standard is mainly based on Hall decoding theory,including three steps:policy coding analysis,policy product analysis,and policy intention analysis.Policy coding analysis is the first step of the whole analysis process.It mainly analyzes the overall intentions that the policy wants to convey,that is,what specific problems the policy text wants to solve.The process of coding analysis mainly uses ROST Content Mining6 analysis tools;policy decoding analysis is one The second step of the level analysis is to explore the specific measures included in the policy text.Through a simple summary of these measures,the policy types are divided and displayed in the form of a list.This process mainly uses Nvivo11 as an analysis tool;policy expression Analysis is the last link of the first-level analysis.It mainly analyzes the classified policy measures and judges which of the three types of confrontation,negotiation,and dominance the relevant policy measures belong to.The secondary analysis is mainly based on the theory of educational policy analysis,judging the comprehensiveness and innovation of the policy text.First,on the basis of the coding analysis and finished product analysis in the primary analysis,analyze whether the policy text is comprehensive.At this stage,the analysis of policy intentions and the analysis of policy measures are combined,and the comprehensiveness is judged based on whether the policy measures correspond to the problems that the policy makers want to solve,and whether there are supporting policies to provide support.Second,analyze whether the measures included in the text are innovative,and predict the problems that may be caused by differences in interpretation of different policy texts.The criterion for judging innovation is whether the policy has predicted the problems that may be caused after the implementation of the policy,and has formulated preventive measures to prevent hidden problems that may occur after the implementation of the policy.Finally,for the formulation of the new phase of rural teacher allocation policy,it puts forward three suggestions to integrate the policy intention of rural teacher allocation policy with the actual needs of rural teachers,promote the joint force of the "quantity guarantee" policy and the rural revitalization policy,and increase the targeted three aspects of the rural teacher allocation policy.