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　　習(xi)(xi)近平總(zong)書記在(zai)(zai)全(quan)國(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)大會上強(qiang)調：“鄉(xiang)村(cun)(cun)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)是(shi)辦(ban)好鄉(xiang)村(cun)(cun)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)的(de)關鍵，要(yao)(yao)在(zai)(zai)政策上和(he)(he)待遇上給他們(men)(men)更多傾斜，讓他們(men)(men)扎根(gen)農村(cun)(cun)，留得住、教(jiao)(jiao)(jiao)(jiao)(jiao)得好、有(you)(you)發(fa)(fa)展。”在(zai)(zai)2021年“兩(liang)會”期間，習(xi)(xi)近平總(zong)書記再次強(qiang)調：“要(yao)(yao)加強(qiang)中(zhong)西(xi)(xi)部(bu)欠(qian)發(fa)(fa)達地(di)區教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)定(ding)向(xiang)培(pei)(pei)養和(he)(he)精準培(pei)(pei)訓，深入實施(shi)鄉(xiang)村(cun)(cun)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)支(zhi)持計(ji)(ji)劃”。這一重要(yao)(yao)指示，為鞏固教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)脫(tuo)貧攻堅成果、助力鄉(xiang)村(cun)(cun)振興國(guo)家戰略(lve)指明了方向(xiang)。出(chu)臺(tai)《中(zhong)西(xi)(xi)部(bu)欠(qian)發(fa)(fa)達地(di)區優秀教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)定(ding)向(xiang)培(pei)(pei)養計(ji)(ji)劃》(簡(jian)稱優師(shi)計(ji)(ji)劃)，是(shi)貫徹落實習(xi)(xi)近平總(zong)書記關于教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊伍建(jian)設的(de)重要(yao)(yao)論述，從源頭上改進(jin)和(he)(he)加強(qiang)中(zhong)西(xi)(xi)部(bu)欠(qian)發(fa)(fa)達地(di)區中(zhong)小學教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊伍建(jian)設，推(tui)動鄉(xiang)村(cun)(cun)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)振興和(he)(he)基礎教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)均衡化(hua)高質量(liang)發(fa)(fa)展的(de)有(you)(you)效舉措，具有(you)(you)很強(qiang)的(de)前瞻(zhan)性、戰略(lve)性和(he)(he)針對(dui)性。

　　優(you)師(shi)計(ji)劃傳承了我國(guo)師(shi)范生(sheng)(sheng)公費教(jiao)(jiao)(jiao)育(yu)政策的核心理(li)念，堅持問題導(dao)向、目(mu)標導(dao)向，針(zhen)對(dui)目(mu)前中(zhong)西(xi)部(bu)欠發(fa)達地區基(ji)礎(chu)(chu)教(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)師(shi)隊(dui)伍建設中(zhong)存在的師(shi)資結構性短缺、教(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)學(xue)質量(liang)有待提高、教(jiao)(jiao)(jiao)師(shi)發(fa)展受限等問題，以(yi)教(jiao)(jiao)(jiao)育(yu)部(bu)直屬師(shi)范大學(xue)與地方師(shi)范院校為(wei)主體，實(shi)行優(you)秀教(jiao)(jiao)(jiao)師(shi)定向培(pei)養(yang)，通(tong)過(guo)(guo)“優(you)管理(li)、優(you)培(pei)養(yang)、優(you)保障”，將“優(you)”字(zi)貫穿始終(zhong)，著(zhu)力(li)(li)培(pei)養(yang)樂于從教(jiao)(jiao)(jiao)、扎根基(ji)層、全面發(fa)展的基(ji)礎(chu)(chu)教(jiao)(jiao)(jiao)育(yu)中(zhong)堅力(li)(li)量(liang)，為(wei)中(zhong)西(xi)部(bu)欠發(fa)達地區教(jiao)(jiao)(jiao)師(shi)隊(dui)伍注(zhu)入源(yuan)頭活水(shui)，為(wei)加(jia)快教(jiao)(jiao)(jiao)育(yu)現代化、建設教(jiao)(jiao)(jiao)育(yu)強國(guo)奠定堅實(shi)基(ji)礎(chu)(chu)。2021年，西(xi)南大學(xue)通(tong)過(guo)(guo)加(jia)強組織領導(dao)、加(jia)大宣傳力(li)(li)度、嚴格錄取管理(li)，現已高質量(liang)完成22個省市(shi)150個優(you)師(shi)專項招生(sheng)(sheng)計(ji)劃。

　　一是優(you)管(guan)理(li)(li)、強認同，精準(zhun)解決“留(liu)得住”問題(ti)(ti)。近年(nian)來，師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)畢業(ye)后到中(zhong)(zhong)(zhong)西(xi)部欠(qian)發(fa)達(da)地(di)(di)區，尤其是縣級及(ji)以(yi)下中(zhong)(zhong)(zhong)小學(xue)任教意愿和比例下降(jiang)趨勢明顯，鄉(xiang)村教育(yu)(yu)人才流失嚴重。從(cong)(cong)“特崗計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)”、師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)公費教育(yu)(yu)政策(ce)、“國培計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)”，到教師(shi)(shi)(shi)(shi)教育(yu)(yu)振(zhen)興行動計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)，中(zhong)(zhong)(zhong)央打出(chu)一系(xi)列組合拳，加(jia)強基(ji)礎教育(yu)(yu)教師(shi)(shi)(shi)(shi)隊伍建設(she)，但(dan)中(zhong)(zhong)(zhong)西(xi)部欠(qian)發(fa)達(da)地(di)(di)區優(you)質(zhi)師(shi)(shi)(shi)(shi)資短缺(que)問題(ti)(ti)仍然嚴重，鄉(xiang)村教師(shi)(shi)(shi)(shi)隊伍結構性矛盾仍然凸(tu)顯。優(you)師(shi)(shi)(shi)(shi)計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)聚焦這一問題(ti)(ti)，推出(chu)師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)公費教育(yu)(yu)的“加(jia)強版”，實(shi)施專(zhuan)項計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)，明確專(zhuan)項目(mu)標(biao)(biao)，實(shi)行單列指標(biao)(biao)、單獨(du)劃(hua)(hua)(hua)(hua)線(xian)，開(kai)展定(ding)向培養(yang)。同時，對加(jia)強履(lv)約(yue)管(guan)理(li)(li)作出(chu)規定(ding)，要(yao)求優(you)師(shi)(shi)(shi)(shi)計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)簽訂協議，承諾畢業(ye)后到生(sheng)(sheng)(sheng)源所在省(sheng)份定(ding)向縣中(zhong)(zhong)(zhong)小學(xue)履(lv)約(yue)任教不少(shao)于6年(nian)。要(yao)求實(shi)施高(gao)校針對優(you)師(shi)(shi)(shi)(shi)計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)開(kai)設(she)系(xi)列特色課程(cheng)，引導師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)涵養(yang)長(chang)期從(cong)(cong)教、終(zhong)身(shen)從(cong)(cong)教的職(zhi)業(ye)情懷。通過這些舉措，將增強優(you)師(shi)(shi)(shi)(shi)計(ji)(ji)(ji)劃(hua)(hua)(hua)(hua)師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)履(lv)約(yue)任教意識，從(cong)(cong)源頭上(shang)緩(huan)減中(zhong)(zhong)(zhong)西(xi)部欠(qian)發(fa)達(da)地(di)(di)區師(shi)(shi)(shi)(shi)資困境，讓師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)不僅(jin)“下得去”，還能“留(liu)得住”。西(xi)南大(da)(da)學(xue)將堅持“讓有信仰(yang)的人講(jiang)信仰(yang)”，筑牢(lao)師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)信仰(yang)根基(ji)。常(chang)態(tai)化(hua)開(kai)展職(zhi)業(ye)理(li)(li)想教育(yu)(yu)，發(fa)揮(hui)黃(huang)大(da)(da)年(nian)式教師(shi)(shi)(shi)(shi)團隊示范(fan)作用(yong)，依托教育(yu)(yu)部師(shi)(shi)(shi)(shi)德師(shi)(shi)(shi)(shi)風建設(she)基(ji)地(di)(di)，提升師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)職(zhi)業(ye)榮(rong)譽感，引導師(shi)(shi)(shi)(shi)范(fan)生(sheng)(sheng)(sheng)在增強職(zhi)業(ye)認同中(zhong)(zhong)(zhong)扎根基(ji)層。

　　二是優(you)培(pei)養(yang)(yang)、提(ti)質量(liang)，精準(zhun)解決(jue)“教(jiao)(jiao)得(de)好”問題。當前，師(shi)(shi)(shi)(shi)范(fan)生(sheng)專(zhuan)(zhuan)(zhuan)業(ye)技能和職(zhi)業(ye)素(su)養(yang)(yang)還不能完(wan)(wan)全滿(man)足教(jiao)(jiao)師(shi)(shi)(shi)(shi)崗(gang)位要求，具體(ti)表現(xian)為跨學(xue)(xue)(xue)科(ke)素(su)養(yang)(yang)不夠、教(jiao)(jiao)學(xue)(xue)(xue)實(shi)(shi)(shi)踐能力(li)(li)不強、信息技術應用能力(li)(li)不足等方面(mian)。優(you)師(shi)(shi)(shi)(shi)計劃針(zhen)對(dui)優(you)化(hua)師(shi)(shi)(shi)(shi)范(fan)生(sheng)職(zhi)前培(pei)養(yang)(yang)提(ti)出了一系列(lie)舉措，包括構建地方政府(fu)、中小(xiao)學(xue)(xue)(xue)校(xiao)與(yu)高校(xiao)三方協同育(yu)(yu)人(ren)機(ji)制(zhi)(zhi);利用人(ren)工(gong)智能等信息技術提(ti)升(sheng)教(jiao)(jiao)師(shi)(shi)(shi)(shi)培(pei)養(yang)(yang)質量(liang);建立(li)健(jian)全實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)體(ti)系，全面(mian)落(luo)實(shi)(shi)(shi)高校(xiao)教(jiao)(jiao)師(shi)(shi)(shi)(shi)與(yu)中小(xiao)學(xue)(xue)(xue)教(jiao)(jiao)師(shi)(shi)(shi)(shi)共(gong)同指(zhi)導教(jiao)(jiao)育(yu)(yu)實(shi)(shi)(shi)踐的(de)(de)“雙導師(shi)(shi)(shi)(shi)制(zhi)(zhi)”。通過這些舉措，推(tui)動教(jiao)(jiao)師(shi)(shi)(shi)(shi)教(jiao)(jiao)育(yu)(yu)與(yu)學(xue)(xue)(xue)科(ke)教(jiao)(jiao)育(yu)(yu)深(shen)度融(rong)合(he)，培(pei)養(yang)(yang)引(yin)領支撐中西(xi)部欠發(fa)達(da)地區基礎教(jiao)(jiao)育(yu)(yu)發(fa)展(zhan)的(de)(de)卓越教(jiao)(jiao)師(shi)(shi)(shi)(shi)。西(xi)南(nan)大學(xue)(xue)(xue)將立(li)足“讓優(you)秀(xiu)的(de)(de)人(ren)培(pei)養(yang)(yang)更優(you)秀(xiu)的(de)(de)人(ren)”，實(shi)(shi)(shi)施未來名師(shi)(shi)(shi)(shi)筑(zhu)夢計劃，提(ti)升(sheng)師(shi)(shi)(shi)(shi)范(fan)生(sheng)綜(zong)合(he)素(su)質、專(zhuan)(zhuan)(zhuan)業(ye)水(shui)平和創新能力(li)(li)。實(shi)(shi)(shi)施“雙專(zhuan)(zhuan)(zhuan)業(ye)”培(pei)養(yang)(yang)、“雙導師(shi)(shi)(shi)(shi)”實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)，完(wan)(wan)善模(mo)塊化(hua)課程體(ti)系，推(tui)進學(xue)(xue)(xue)科(ke)教(jiao)(jiao)育(yu)(yu)與(yu)教(jiao)(jiao)師(shi)(shi)(shi)(shi)教(jiao)(jiao)育(yu)(yu)有機(ji)融(rong)合(he)。完(wan)(wan)善高校(xiao)、地方政府(fu)、教(jiao)(jiao)研機(ji)構、中小(xiao)學(xue)(xue)(xue)四方協同機(ji)制(zhi)(zhi)，互聘(pin)導師(shi)(shi)(shi)(shi)，實(shi)(shi)(shi)現(xian)對(dui)見習(xi)、研習(xi)、實(shi)(shi)(shi)習(xi)的(de)(de)指(zhi)導四年一貫、全員(yuan)覆蓋。搭(da)建訓練測試平臺，建設師(shi)(shi)(shi)(shi)范(fan)教(jiao)(jiao)育(yu)(yu)文科(ke)實(shi)(shi)(shi)驗室，優(you)化(hua)師(shi)(shi)(shi)(shi)范(fan)生(sheng)職(zhi)業(ye)能力(li)(li)自評測評系統。

　　三(san)是(shi)優(you)保(bao)障、暢渠道，精準解決“有發(fa)(fa)展(zhan)(zhan)(zhan)”問題(ti)(ti)。在(zai)(zai)現實中(zhong)(zhong)(zhong)，在(zai)(zai)中(zhong)(zhong)(zhong)西(xi)部(bu)欠(qian)發(fa)(fa)達(da)(da)地(di)區從(cong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)的(de)(de)(de)師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)，往往面(mian)臨工作(zuo)環境相對艱苦、薪資待(dai)遇相對較低、職(zhi)業(ye)發(fa)(fa)展(zhan)(zhan)(zhan)受限等(deng)諸多問題(ti)(ti)。師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)在(zai)(zai)農村任(ren)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)后(hou)(hou)(hou)，如何獲得常(chang)態化(hua)的(de)(de)(de)培(pei)訓(xun)體系、超常(chang)化(hua)的(de)(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)通道，與在(zai)(zai)城市(shi)就業(ye)的(de)(de)(de)師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)相比有均等(deng)的(de)(de)(de)發(fa)(fa)展(zhan)(zhan)(zhan)機(ji)會，是(shi)師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)普遍關心、也是(shi)欠(qian)發(fa)(fa)達(da)(da)地(di)區教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)建(jian)(jian)設(she)需(xu)要破解的(de)(de)(de)問題(ti)(ti)。優(you)師(shi)計(ji)(ji)劃從(cong)組織管(guan)理、經(jing)費支持、政(zheng)策保(bao)障、督導評價等(deng)方(fang)面(mian)，明確了一(yi)系列條件保(bao)障，包括優(you)師(shi)計(ji)(ji)劃師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)在(zai)(zai)校學(xue)(xue)(xue)習期間(jian)免除學(xue)(xue)(xue)費，免繳住宿費，并補助生(sheng)活(huo)費;優(you)師(shi)計(ji)(ji)劃師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)畢業(ye)時免國(guo)家中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)資格(ge)考(kao)試，認定取得中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)資格(ge);加(jia)強履約任(ren)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)的(de)(de)(de)優(you)師(shi)計(ji)(ji)劃師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)周轉宿舍(she)建(jian)(jian)設(she)，將符合(he)條件的(de)(de)(de)師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)納入當(dang)地(di)住房保(bao)障范(fan)(fan)(fan)(fan)(fan)圍等(deng)。針對職(zhi)后(hou)(hou)(hou)發(fa)(fa)展(zhan)(zhan)(zhan)，文件提(ti)出要優(you)先安(an)排履約任(ren)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)的(de)(de)(de)優(you)師(shi)計(ji)(ji)劃師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)參(can)加(jia)各(ge)級教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)培(pei)訓(xun)項(xiang)目，以(yi)及訪學(xue)(xue)(xue)交(jiao)流、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)技(ji)能競賽等(deng)活(huo)動，要求高(gao)校建(jian)(jian)立跟蹤(zong)指導機(ji)制，通過在(zai)(zai)線平臺等(deng)提(ti)供優(you)質教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)資源(yuan)，開放學(xue)(xue)(xue)校舉辦(ban)的(de)(de)(de)培(pei)養培(pei)訓(xun)活(huo)動。通過這些(xie)舉措，強化(hua)優(you)師(shi)計(ji)(ji)劃畢業(ye)生(sheng)的(de)(de)(de)安(an)置和發(fa)(fa)展(zhan)(zhan)(zhan)保(bao)障，推(tui)動師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)培(pei)養和職(zhi)后(hou)(hou)(hou)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)一(yi)體化(hua)，使優(you)師(shi)計(ji)(ji)劃最(zui)大(da)(da)限度發(fa)(fa)揮引領輻射作(zuo)用。西(xi)南大(da)(da)學(xue)(xue)(xue)將積極探索推(tui)進職(zhi)前職(zhi)后(hou)(hou)(hou)一(yi)體化(hua)建(jian)(jian)設(she)，創(chuang)建(jian)(jian)高(gao)校、地(di)方(fang)政(zheng)府、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)研機(ji)構、中(zhong)(zhong)(zhong)小(xiao)學(xue)(xue)(xue)校“四位一(yi)體”的(de)(de)(de)運行(xing)機(ji)制。依托(tuo)在(zai)(zai)西(xi)部(bu)已建(jian)(jian)立的(de)(de)(de)12個創(chuang)新實驗區、42個示范(fan)(fan)(fan)(fan)(fan)實習基(ji)地(di)，一(yi)體設(she)計(ji)(ji)職(zhi)前培(pei)養、入職(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與職(zhi)后(hou)(hou)(hou)發(fa)(fa)展(zhan)(zhan)(zhan)，保(bao)證通識教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)、學(xue)(xue)(xue)科(ke)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)、專業(ye)實踐不斷線。加(jia)強畢業(ye)師(shi)范(fan)(fan)(fan)(fan)(fan)生(sheng)培(pei)養質量(liang)監測，遴選有發(fa)(fa)展(zhan)(zhan)(zhan)潛(qian)力(li)者，作(zuo)為(wei)未來教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)家重點跟蹤(zong)培(pei)養。成立鄉(xiang)村教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)發(fa)(fa)展(zhan)(zhan)(zhan)與研究中(zhong)(zhong)(zhong)心和鄉(xiang)村學(xue)(xue)(xue)校校長(chang)培(pei)訓(xun)中(zhong)(zhong)(zhong)心，為(wei)推(tui)動中(zhong)(zhong)(zhong)西(xi)部(bu)欠(qian)發(fa)(fa)達(da)(da)地(di)區基(ji)礎教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)隊伍(wu)高(gao)質量(liang)發(fa)(fa)展(zhan)(zhan)(zhan)貢獻新的(de)(de)(de)更大(da)(da)力(li)量(liang)。

　　作者：西南(nan)大學黨委(wei)書記(ji) 李旭鋒(feng) 西南(nan)大學校長(chang)、黨委(wei)副書記(ji) 張(zhang)衛國