记者 樊舒瑜 李艳晨 报道 今年,山东省人大代表、桓台第一中学党委副书记、校长耿文超围绕"持续推动教育优质均衡发展"积极 建言献策,从政策落地到学校实践,为山东教育高质量发展注入一线思考与务实建议。 在耿文超看来,教育优质均衡不仅意味着硬件资源的合理配置,更指向师资流动、课程共享与育人模式的 深层融合。他以所在学校的探索为例,介绍了"做学生、做同学、做老师"三维教研模式——通过选派教 师赴名校"沉浸式"跟岗学习、加强与兄弟学校常态交流,并借助"交互式"在线平台,带动薄弱校共同提 升。"均衡不是削峰填谷,而是搭建平台、共享智慧,让每一所学校都有向上生长的通道。"耿文超说。 推动教师流动机制优化,是他持续关注的重点。耿文超在调研中发现,乡村服务期制度、激励政策落实等 直接影响师资均衡的实效。为此,他建议进一步强化政策引导,让优秀教师"愿意去、留得住、教得好",逐 步缩小城乡、校际间的教学差距。 除了师资,耿文超格外强调"内涵均衡"。他介绍,学校正全面推进"全员、全程、全方位"育人导师制,实施 分层教学与个性化培养；同时尝试打破学段壁垒,将高中阶段拔尖创新后备人才培养体系向义务教育阶 段延伸,构建"幼小初高"协同发 ...

滨州日报/滨州网沾化讯近日，沾化区成功荣获"全国义务教育优质均衡发展区"和"全国学前教育普及普 惠区"两项重量级荣誉，是全市唯一一个同时斩获2025年教育领域两项"国字号"荣誉的县区，标志着沾 化教育发展实现历史性跨越。沾化区以"一年双成"的实践突破，为新时代县域教育高质量发展提供了可 复制、可推广的鲜活样本。 优质均衡、普及普惠，难点在"均衡、普及"，关键在"优质、普惠"。 近年来，沾化区始终坚守"教育优先发展"不动摇，针对城乡教育资源失衡、城区学位紧张、乡村学 校"小散弱"等痛点问题，摒弃"头痛医头"的零散举措，构建起"顶层设计+精准施策+全程督导"工作体 系，将59项核心指标细化为236项具体任务，建立"周调度、月通报、季评估"机制，确保每项任务圆满 完成、达标。 开发、办好本土特色课程，已成为沾化区教育教学工作的"亮点"。该区深挖、整合地域资源，开发77门 特色校本课程，惠及3.2万名义务教育阶段学生。冯家镇学区打造"河海育人"品牌，定期组织学生走进 海产加工企业研学实践；下洼镇第一小学依托沾化冬枣原产地优势资源，建设劳动实践基地；滨海镇实 验学校建立"小盐场"研学基地，让学生在实践中深化认知、提升素 ...

Core Viewpoint - The meeting aims to promote the Yellow River strategy, consolidate poverty alleviation achievements, and explore new paths for rural revitalization in education through a partnership between urban quality schools and relocated schools in the Yellow River floodplain [5]. Group 1: Meeting Overview - The meeting was held on May 14, focusing on the theme "co-construction, co-existence, sharing, and win-win" with participation from 18 relocated schools and representatives from urban quality schools [1]. - The meeting was hosted by Zhu Qiyong, the Party Secretary of the Heze City Institute of Education, with a new deployment for the partnership work presented by Chao Baoping, Deputy Director of the Heze Education and Sports Bureau [1]. Group 2: Experience Sharing - Various districts shared effective practices in supporting relocated schools, including group-based education, regional research mechanisms, and collaborative projects [3]. - Representatives from paired schools expressed urgent needs for support in teacher capacity building, student education, and resource sharing, showing high expectations for the partnership activities [3]. Group 3: Partnership Launch - The partnership launch ceremony involved 18 schools pairing up and receiving plaques as a symbol of their alliance, witnessed by enthusiastic applause from attendees [4]. Group 4: Strategic Importance - Chao Baoping emphasized the necessity of this initiative as part of the national strategy for ecological protection and high-quality development in the Yellow River basin, as well as for balanced educational development in Heze [5]. Group 5: Work Requirements - Four key requirements for the partnership work were outlined: combining systematic construction with breakthrough selection, promoting dual advancement of teaching research and practical improvement, establishing regular communication and resource sharing mechanisms, and creating a strong organizational support system [6]. Group 6: Goals of the Partnership - The partnership aims for mutual development of both relocated and urban schools, fostering significant improvements in the former and optimizing educational activities in the latter [7]. - It seeks to achieve integrated development for students, teachers, and schools, leading to transformative changes in learning and teaching [7]. - The initiative aspires to become a model for rural education development and urban-rural educational integration, creating valuable experiences for broader application [7].