摘要
乡村教师供给是乡村教育振兴的重要支撑,但我国乡村定向教师培养存在"唯我"与"为我"困局.乡村定向教师培养应实现"从我到他"的逻辑超越,表现在四方面:主体逻辑上,从自我主体性转向他者主体性;价值逻辑上,从利益互动转向责任互动;关系逻辑上,从互惠对称关系转向非对称关系;行为逻辑上,从理性嵌入转向德性融入.为促进定向教师培养迈入乡村,建议转向"他"理念,塑造乡村定向教师培养的新自觉;加大"身体"实践,丰富乡村定向教师培养的体验路径;营造"协同"环境,活跃乡村定向教师培养的大氛围.但也应注意他者观的限度,以避免对乡村定向教师培养产生误解.
Abstract
The supply of rural teachers sustains the rural educational revitalization.The di-lemma of"only me"and"for me"exists in our countryside-oriented teacher education prac-tice.Logical transcendence from self to other should be fulfilled in our countryside-oriented teacher education.The subjectivity of self should be turned to that of otherness,benefit-based interaction to responsibility-based interaction,mutually beneficial symmetric relation to asymmetric one,and rationality-embedded performance to morality-integrated behavior.The notion of otherness helps shape new consciousness of countryside-oriented teacher edu-cation.The physical practice should be strengthened to enrich the paths of embodiment in countryside-oriented teacher education.A collaborative environment should be created to ac-tivate the educational atmosphere.However,we should consider the limitation of otherness view and avoid misunderstanding the rural orientation in our teacher education.
基金项目
江苏省教育科学规划课题(C-c/2021/01/54)
扬州大学教学改革研究项目(YZUJX2023-D4)
维普
万方数据