摘要：教师资源配置中出现的城乡差距问题，是当前困扰我国中小学教育健康、稳定发展的重大障碍。论文在查阅大量国内外关于教师资源均衡配置方面的相关理论研究和实践经验的基础上，针对舟山市教师资源配置城乡差异的现状，分析现有缩小教师资源城乡差异相关举措的弊端，结合信息技术的特点，提出以信息技术促进教师资源城乡一体化的新方案，并通过实证研究，证明其可行性。
通过问卷调查和统计数据分析，得出：在现阶段，舟山市中小学教师在学历结构、职称结构和骨干教师分布等方面存在巨大的城乡差距，即：城市学校的教师在上述三个指标的数据统计中，明显高于农村学校。
采用问卷与实地走访相结合的方法，了解到目前普遍采用的缩小城乡教师资源配置差异的“支教”、“挂职”等现有措施存在明显弊端，即：在支教人员选拔与发展趋势上存在重“量”轻“质”和重“形”轻“实”现象；在青年教师的培养上存在“培养的短周期性”现象；在农村中、老年教师的心理上存在导致其“消极教学”现象；在教育教学质量上存在“敷衍度日、低效低质”现象。
结合信息时代信息技术的显著特点，提出教师不需要离开本学校，利用信息技术实现教师资源城乡一体化的整体构想，即：短期策略采取农村教师通过网络融入优质教师教育资源进行课堂教学，或城市教师通过网络课程和网络课件进行非实时教学；长期策略采取城市教师通过网络直接对农村学生进行“实时课堂教学”。分析了方案实现的可行性，阐述了方案实施的有效机制保障。并以“实时课堂教学”为例，对信息技术环境下教师资源城乡一体化方案进行了实证研究。
关键词：教育信息资源，教师资源配置，城乡一体化，教育公平
RESEARCH INTO THE INTEGRATION OF TEACHERS RESOURCES IN URBAN AND RURAL UNDER THE INFORMATION TECHNOLOGY ENVIRONMENT
ABSTRACT ：The gap of teachers resources allocation in urban and rural is the current major obstacle that effects the healthy and stable development of primary and secondary school education in our nation. On the basis of searching into multiple domestic and foreign materials about teachers resources balanced allocation and related theoretical study as well as practical experience, this thesis, which contraposes to current status of urban and rural differences in teachers resources allocation in Zhoushan City, analyses disadvantage of current measures taken to shorten the discrepancy in teachers resources between city and country, and combines the characteristics of information and technology, puts forward a new program that takes advantage of information technology to accelerate the integration of teachers resources in urban and rural. Through positivist research, this program proves its feasibility.
By means of questionnaires and statistical data analysis, it can be resulted that: at present stage, there is a sharp discrepancy in academic structure, professional title structure and backbone teachers allocation among teachers from both primary and secondary school of Zhoushan city. Specifically speaking, the above three indicators of statistical data about urban school teachers are noticeably higher than rural schools.
Using questionnaires and by interviewing on the spot, it was realized that existing widely used measures taken to reduce the rural-urban differences in the allocation of teachers resources, such as "supporting education", "on attachment" are obvious drawbacks, namely: in the selection of supporting education personnel or the development trend, there is also the phenomenon which values "quantity" more than ” quality”, or values” formality” more than “fact”; in the development of training young teachers, there is a phenomena "foster in short cyclicity"; In rural areas, in older teachers were mentally to carry out "negative teaching"; in present education quality it is existing the phenomena of "perfunctory day, inefficient low ".
In the information age, combined with the outstanding characteristics of information technology, the paper proposes a overall conceive, which makes teacher have not to leave the school but also can make the integration of teachers resources in urban and rural come true by using information technology. That is: one of the short-term strategies is that rural teachers can integrate excellent teachers and education resources for instruction according to internet; the other is that city teachers carry out non-real-time instruction by the way of network courseware. The long-term strategy is adopting the way that urban teachers do “real-time classroom instruction” to rural students through the network. By analyzing the program’s implementing feasibility and elaborating the effective mechanisms guarantee for its implementation, a positivist analysis on the program of the integration of teachers resources allocation in urban and rural under the information technology environment is carrying out which takes “"real-time classroom instruction" for example.
KEY WORDS: education information resources， teachers resources allocation， integration of urban and rural， education equality
1 概述
1.1 选题背景
1.1.1 教育公平的大方向
教育公平是当代教育改革的核心问题，始终左右着教育改革的方向并最终决定着教育改革的成败。因为教育不仅具有很强的功利价值，被视为经济发展的加速器，还具有十分重要的非功利的价值，具有促进社会平等、保持社会稳定的功能。在存在各种不平等的社会现实中，教育由于能够减少社会性的不公平，而被视为实现社会平等“最伟大的工具”。我国《教育法》明确规定“中华人民共和国公民……依法享有平等的受教育机会。”每个公民依法享有平等的受教育机会，不仅是宪法、法律所体现的一种价值观念，也是我国社会主义教育事业发展的一种基本指导思想。
诚然，教育公平是一种理想，还没有一个国家能够说已经真正实现了教育公平，但教育公平的理念是深入人心的，也是我们追求的目标。导致我国教育不公平的现状，原因是多方面的。有的是客观原因形成的，需要通过经济发展和社会进步逐步加以解决，有的是主观原因形成的，人为造成并加剧现实中的不公平，则需要从非经济因素角度出发，去寻找解决问题的方法。《中国教育改革和发展纲要》指出：“振兴民族的希望在教育，振兴教育的希望在教师。建设一支具有良好政治业务素质、结构合理、相对稳定的教师队伍，是教育改革和发展的根本大计。” 在实现深层次的教育公平时，教师资源配置的公平则显得尤为重要，教师资源配置所产生的不公平不但会阻碍教育的公平进程，而且会人为加剧不公平现象的出现，影响到人的培养和发展问题，不利于我国实施素质教育。
