随着九年义务教育在全社会的基本普及,教育公平、教育均衡问题逐渐成为人们关注的焦点,成为我国基础教育改革发展的重要问题。近年来,人们期待通过“教师有序流动”来解决师资发展不均衡问题。然而,笔者在参与“教师有序流动”的实践中,发现“教师有序流动”并没有取得应有的效果,其原因是人们对“教师有序流动”内涵认识不清,教育主管部门缺乏对教师流动的理论研究和舆论导向,缺乏对“教师有序流动”的激励机制的建立。本文就尝试着对自己在这些方面的思考作一阐释。 With the universal popularization of nine-year compulsory education in the whole society, education fairness and balanced education have gradually become the focus of attention and have become an important issue for the reform and development of basic education in our country. In recent years, people expect to solve the imbalance of teachers’ development through “orderly flow of teachers”. However, in the practice of participating in the “orderly flow of teachers”, the author found that “orderly flow of teachers” did not achieve the desired effect because people did not understand the connotation of “orderly flow of teachers” Clear, the education authorities lack of theoretical research and public opinion on the flow of teachers, the lack of incentives for the “orderly flow of teachers,” the establishment of incentives. This article attempts to explain my own thinking in these areas.