教师教育研究2026，Vol.38Issue(3)：19-25,7.
我国乡村教师培训的系统性困境与协同治理路径
Systemic Challenges and Collaborative Governance Pathways for Rural Teacher Training in China
许玉新1
作者信息
- 1. 北京师范大学教育学部,北京 100875
- 折叠
摘要
Abstract
Building the leading country in education requires addressing the weaknesses of rural education,with rural teacher training serving as a key leverage point.This study constructs a triadic framework of"policy-technology-empower-ment"to reveal the systemic challenges:at the policy level,there are gaps in provision and incentive mechanisms;in terms of technology,applications tend to be superficially embedded;and in the empowerment dimension,teachers'agency is lac-king.The interplay of these factors leads to inefficient training and hinders the balanced and high-quality development of ed-ucation between urban and rural areas.To address this,the study proposes a collaborative optimization pathway:establis-hing precise policy provisions and closed-loop evaluation systems;promoting the deep integration of digital tools with rural educational contexts;and stimulating teachers'intrinsic motivation through empowerment.Based on the triadic synergy mechanism,this approach shifts rural teacher training from"broad coverage"to"ecological reconstruction",thereby laying a solid foundation of teaching staff for building the leading country in education.关键词
教育强国/乡村教师培训/系统性困境/三元协同Key words
the leading country in education/rural teacher training/systemic challenges/triadic synergy分类
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许玉新..我国乡村教师培训的系统性困境与协同治理路径[J].教师教育研究,2026,38(3):19-25,7.
