教师支持服务体系建构与农村学校改进

农村学校改进中现有的行政指令模式、培训增能模式、项目推进模式、“空降”指导模式、“协同”合作模式以及“草根”生成模式，因其自身所固有的局限而遭遇一定的挫折。甘肃省平凉市崆峒区依托西北师范大学，通过构建县（区）域教师支持服务体系，为校长教育领导力和教师专业发展能力提供可持续的政策、专业、技术以及学习支持，将校长、教师和学生的点滴行动变成集体智慧，将被动的学校改进行为变为全体师生参与的一种自觉追求，构建了一种稳固的、可持续的学校改进与伙伴协作共同体。学校通过赋权学生制定班规、征集课堂教学忌语、举办“我最喜欢的老师”征话（画）以及搭建导师制协作平台等活动，真正点燃了师生参与学校改进的智慧与激情，推进了农村学校的变革。

Construction of Service System of Improvement and Teacher's Support in Rural Areas

Administration directive mode, training--improving mode , project--impel mode, airborne directive mode, collaborative and cooperative mode, and root productive mode of improvement in rural schools, for their inherent limitation, are censured from all directions. Kongtong County of Gansu province, relying on Northwest Normal University, by building a service system of teacher＇s support, on the base of mutual help, provides sustainable policy support, discipline support, technique support and study support for the leadership of headmaster and development of specialized subject, bringing detailed actions of headmaster, teachers, students into collective wisdom; changing passive school into a conscious pursuit, which builds a sustainable unity of improvement and cooperation. The schools, by bottom--up practice, endowing students the rights of making class rules, collecting banning language in classroom, holding ＂ my favorite teacher＂ activity etc, really passionated their participation in school reform and advanced the improvement of rural schools.