乡村学校教师参与课后服务的主体性困境——基于G县H小学的调查研究
Research on the Dilemma of Subjectivity of Rural Teachers Participating in After-school Services—Based on the Survey of H Primary School in County G
刘慧琴1
作者信息
- 1. 贵州师范大学教育学院,贵州贵阳 550025
- 折叠
摘要
教师参与课后服务的主体性影响课后服务质量.研究通过个案调查,揭示乡村学校教师参与课后服务的主体性困境.探究发现,行政力量、管理制度、价值认知、身份认同、专业鸿沟、资源平台是乡村学校教师参与课后服务的主体性困境生成的关键要素.亟须通过完善教师参与课后服务的制度细则,赋予教师参与自主权;增强教师参与课后服务的角色认同,唤醒教师参与实践动力;搭建课后服务专业支持保障平台,激发教师参与创造力,以此破解乡村学校教师参与课后服务的主体性困境.
Abstract
The subjectivity of teachers participating can affect the quality of after-school service.Through case study,this paper has revealed such a dilemma.It has found that administrative power,management system,value cognition,identity recogni-tion,professional gap and resource platforms are the key elements which tend to cause the subjectivity of dilemma of rural school teachers participating in after-school service.Therefore,it is necessary to empower these teachers autonomy to participate in af-ter-school services by improving the rules of the system,to enhance their role identity and awaken their motivation of participating in practice,and to build a professional support and guarantee platform for after-school service to stimulate those teachers'creativi-ty.In this way,this dilemma of subjectivity can be solved.
关键词
课后服务/乡村教师/主体性困境/个案研究Key words
after-school service/rural teachers/the dilemma of subjectivity/case study引用本文复制引用
基金项目
贵州省教育厅高等学校人文社会科学研究项目(23RWZX006)
出版年
2024
NETL
NSTL
万方数据