乌江流域民族地区中小学教师内涵发展定位探究  

Connotative Developmental Orientation of Primary and Middle School Teachers in Minority Areas in Wujiang River Valley

作　　者：向帮华[1] 

机构地区：[1]长江师范学院教育科学学院,重庆408100

出　　处：《长江师范学院学报》2012年第2期1-4,137,共4页Journal of Yangtze Normal University

基　　金：重庆市教育委员会2011年人文社会科学研究重点项目"统筹城乡教育背景下西部地区特色教师内涵发展战略研究"(11SKN01)

摘　　要：基于卡西尔的符号哲学理论,以乌江流域民族地区中小学教师现状为个案,对西部民族地区教育公平发展现状进行由点及面的关注,指出西部民族地区中小学教师内涵发展定位路径应走"民特"之路。从"自上而下,方向引领;横向联动,主动呼应;自动自发,内涵发展;政策支持,互相扶助"四个方面提出了西部民族地区教师内涵发展"民特"计划初纲。在当下构建和谐社会、推进教育公平发展、西部大开发及破解城乡教育统筹难题的大背景下,该文有其特有的启示与价值。Based on Ernst Cassirer's symbolic philosophy,the writer of this article,taking as a case study the status of primary and middle school teachers of minority areas in Wujiang River valley,is concerned with the education equity in the minority areas in western China,and points out that the approach to the connotative development of primary and middle school teachers in the minority areas should have four ethnic characteristics.The writer believes that the article should be of great enlightenment and value in the context of constructing a harmonious society,promoting education equity to solve the problem of taking rural and urban education as a whole.

关 键 词：乌江流域 民族地区教育 中小学教师 民特 

分 类 号：G451.67[文化科学—教育学]