广东省公费师范生教育的困境与提升路径

The Dilemmas and Improvement Pathways of Government-Funded Teacher Education in Guangdong Province

摘要: 地方公费师范生政策是解决乡村教师短缺、促进教育优质均衡发展的重要制度设计。广东省自2018年实施公费定向培养粤东西北地区中小学教师计划以来，累计招录约2万人，为乡村教师队伍注入了新生力量。然而，在政策执行过程中，公费师范生教育面临着多重困境：报考动机的现实性考量导致职业认同根基不牢、培养方案“去地方化”导致乡土适应性不足、协同育人机制虚化导致供需错位、履约保障机制软化导致违约现象频发。本文基于对广东省政策文本的分析以及相关文献的梳理，系统审视上述困境的内在机理，并从招生甄选的职业引导、培养方案的文化回应、协同机制的实质构建、履约管理的刚柔并济、发展支持的全程赋能等维度，探索公费师范生教育的提升路径，以期为完善具有广东特色的公费师范生培养体系、造就“下得去、留得住、教得好、有发展”的乡村教师队伍提供参考。

Abstract: The local government-funded teacher education policy is a crucial institutional design for addressing the shortage of rural teachers and promoting high-quality and balanced educational development. Since the implementation of the government-directed cultivation plan for primary and secondary school teachers in the Canton, East, West, and North regions of Guangdong Province in 2018, approximately 20,000 individuals have been enrolled, injecting new vitality into the rural teacher workforce. However, during policy implementation, government-funded teacher education faces multiple dilemmas: practical considerations for application lead to a weak foundation for professional identity; “de-localized” training programs result in insufficient local adaptability; the virtualization of collaborative cultivation mechanisms causes a mismatch between supply and demand; and the softening of contract performance guarantee mechanisms leads to frequent contract breaches. Based on an analysis of Guangdong Province’s policy documents and a review of relevant literature, this paper systematically examines the internal mechanisms of the aforementioned dilemmas. Furthermore, it explores improvement pathways for government-funded teacher education from dimensions such as career guidance in admissions selection, culturally responsive training programs, substantive construction of collaborative mechanisms, a combination of rigidity and flexibility in contract performance management, and whole-process empowerment through development support. This aims to provide a reference for perfecting the government-funded teacher cultivation system with Guangdong characteristics and cultivating a contingent of rural teachers who are “willing to go to the grassroots, able to stay there, capable of teaching well, and provided with development opportunities”.