Abstract:

With the gradual improvement of hardware facilities and public funding guarantees, the role of teachers in promoting the development of rural education has become more and more prominent. of exploration, under the framework of the overall planning of rural education development, a more complete policy system has been formed for the construction of the rural teaching team: policy goals point to “high-quality development”, policy concepts highlight “reverse compensation”, and policy measures focus on “overall coordination”. However, due to the inertia of the system, the construction of the rural teacher team tends to fall into multiple implementation traps such as “opportunism”, “power hollow” and “policy idling”, resulting in policy failure or inefficiency. Entering a new stage of comprehensive promotion of rural revitalization, how to reasonably avoid the implementation trap and fully release the effectiveness of policies is the key to promoting the high-quality development of rural teachers in order to promote education to revitalize rural areas. To this end, we should strengthen the top-level design of policies, break through the institutional barriers of policy implementation, and promote the coupling and coordination of the policy system and local conditions: one is to design policies in layers and categorization to improve the appropriateness and accuracy of policies; the other is to optimize the institutional environment to improve the operational efficiency of policies; the third is to improve the evaluation and feedback mechanism to promote effective policy integration.

Key words: rural teachers, policy rationale, implementation trap, reform logic