Study On The Change Of Rural Teacher Support Policy In Our Country(1978-2022)

Education is the cornerstone of the country,rural education as an important part of its play an irreplaceable role.However,due to historical limitations and other factors,rural education has become a short board of our country’s education development.Teachers are the backbone of the development of education,the quality of teachers is also a matter of national economy and People’s livelihood,the overall quality of teachers to improve the quality of education is an important guarantee.In order to further revitalize rural education,to increase the strength of support for rural teachers,is conducive to the greatest extent to enhance the quality of rural education.The party’s 20 th National Congress of the Communist Party of China(CPC)clearly stated in its report that “We will accelerate the balanced development of compulsory education and the integration of urban and rural areas”,with an emphasis on the importance of promoting the coordinated development of urban and rural education.Therefore,the national level should actively issue policies to guide them to promote the growth of rural teacher groups.Through the guidance of scientific and systematic policies,we can provide more path choices to support the development of rural teachers,create a good working and living environment,protect their legitimate rights and interests in an all-round way,and enhance the vocational attractiveness of rural teachers.Based on this understanding,in this paper,the author uses the methods of literature study,historical study and comparative study to analyze the changes and evolution of the rural teacher support policy since the reform and opening-up 40 years ago.At the same time,from the perspective of educational history,this paper analyzes the factors,main features and shortcomings of the policy changes,and puts forward some suggestions.Looking back on the past policy changes and taking the history as a mirror can provide historical reflection and enlightenment for the formulation of the follow-up rural teacher support policy.This study consists of the following parts:The first part is the introduction.Firstly,fro m the research background of the topic,the author clarifies the existing research achievements of the scholars and interprets them with dialectical thinking,the specific connotation of the core concept is defined,and the research significance and methods of the topic selection are explained.The second part of the reform and opening up of rural teacher support policy changes in the course of detailed elaboration and analysis.Taking reform and opening-up as the starting point,taking the landmark policy of special significance as an important basis for stage division,thus combing out the following periods: embryonic exploration period(1978-1984),consolidation and adjustment period(1985-1999),deepening development period(2000-2014),innovation and improvement period(2015-2022).Based on the vicissitudes of policy in different stages,this paper makes an in-depth analysis on the contents of rural teacher support policy in each period.The third part analyzes the influencing factors of the change o f rural teacher support policy from the perspectives of political system,economic development,cultural concept and policy development,reveal the deep-seated reasons that affect policy changes.The political system lays the foundation for policy making and implementation,economic development provides material support,and cultural concepts provide intellectual support for policy,the demand of policy development is also an important reference for policy formulation,implementation and evaluation.The fourth part is to summarize the characteristics of the rural teachers’ support policy changes,and to analyze the remarkable characteristics of the rural teachers’ support policy changes since the reform and opening-up from the horizontal and vertical perspectives,help to grasp the overall trend of policy evolution in the future.The main features are as follows: the orientation of policy value has changed from social standard to humanistic standard;the objective of policy development has changed from consolidating development to deepening reform;The policy content system has changed from a single closed system to a pluralistic open system.The fifth part reviews the shortcomings of the rural teachers’ support policy since the reform and opening-up more than 40 years ago,and puts forward some suggestions.