乡村定向教师"在地化"专业发展的困境及出路
Predicament and Way out of"Localized"Professional Development of Rural Oriented Teachers
孙明娟 1郭梦欣1
作者信息
- 1. 黑龙江大学创新创业教育学院,黑龙江哈尔滨 150080
- 折叠
摘要
乡村教师定向培养计划是补充乡村教师队伍的关键举措,"在地化"专业发展是当前教师教育领域回应乡村教师培养的新方向."在地化"专业发展包括空间在地、情感在地、发展在地三重内涵.定向教师"在地化"专业发展面临着生活学习隔绝于乡村空间、情感归属游离于乡村社会、专业发展悬浮于乡村场域三方面困境.其中,社会发展"城镇化"、培养模式"同质化"、教师队伍"边缘化"是导致定向教师难以在乡村社会中找到归属感的制约因素.为此,需要从创建嵌入乡土气息的生活叙事、打造涵养内在情感的文化生态、拓宽在地专业成长的发展渠道三个措施入手,紧抓乡村定向教师队伍建设,纵深提升育人实效.
Abstract
The oriented training project is a key measure to supplement the rural teachers.The"localized"pro-fessional development is a new direction to respond to the training of rural teachers in the field.The"localized"pro-fessional development includes three connotations:spatial localization,emotional localization and development lo-calization.Rural-orientated teachers are facing such difficulties in their localized professional development as isola-tion of life and learning from rural space,separation of emotional belonging from rural society,and suspension of professional development from rural field.Among them,the"urbanization"of social development,the"homogeni-zation"of training model and the"marginalization"of teachers are the constraints that make it difficult for oriented teachers to find a sense of belonging in rural society.To this end,it is necessary to start with three measures:creat-ing a life narrative embedded in the local atmosphere,creating a cultural ecology that cultivates inner emotions,and broadening the development channels for local professional growth,paying close attention to the construction of ru-ral oriented teachers,and deeply promoting the effectiveness of education.
关键词
定向教师/在地化/专业发展/乡村教育Key words
rural-orientation teacher/localization/professional development/rural education引用本文复制引用
出版年
2024
NETL
NSTL
万方数据