“卓越取向”是我国新时期教师教育的目标追求，而乡村卓越教师培养是其中内含的基本之义。乡村卓越教师需要进行精准培养，这是由推动乡村教育高质量发展目标、城乡教育优质均衡发展理念、顶层设计政策构想等多元逻辑所决定的。但现实中乡村卓越教师精准培养却存在一定困境，表现为概念认知的模糊性影响了培育对象瞄准的精准，以城市化教育为模板影响了培育目标选择的精准，一线培训和研修较弱影响了培育措施的精准，施展平台不足影响了培育成效的精准等。为了促进乡村卓越教师精准培养，提出以下基本方略：实施公费定向师范生培养制度；乡村特色职业能力提升教育；国培省培“乡村教师专项”倾斜计划以及“乡村卓越教师成长”系列培训；城乡学校教师双向交流互动；教研指导下乡村学校自主培育；荣誉制度保障与物质待遇激励。

“Excellence orientation” is the goal of teacher education in the new era in China, and the training of outstanding rural teachers is the basic meaning contained therein. Excellent rural teachers need to be precisely trained, which is determined by multiple logics such as promoting high-quality development goals of rural education, high-quality balanced theory of urban and rural education, top-level design policies, etc. However, in reality, there are some difficulties in the precise training of outstanding rural teachers, which is reflected in the fuzziness of the conceptual cognition that affect the accuracy of the targeted training objects, the accuracy of the selection of training objectives affected by the use of urbanization education as a template, the accuracy of training measures affected by the weak front-line training and research, and the accuracy of training results affected by the lack of exhibition platforms. In order to promote the precise training of outstanding teachers in rural areas, the following basic strategies are put forward: implementing the system of oriented teacher training with public fee; rural characteristic vocational ability promotion education; the national training and provincial training program for “Rural Teachers” and the “Rural Excellent Teacher Growth” series of training; two-way communication and interaction between teachers in urban and rural schools; self-cultivation of rural schools under the guidance of teaching and research; honor system guarantee and material treatment incentive.

G40

国家社会科学基金2018年教育学一般课题（BIA180210）