构建乡土教育课程 促进乡村文明回归——以贵州长顺县乡土教育实践为例  

Formation of Rural Curriculums to promote rural culture regression:As a local Guizhou Changshun county education practice as an example

作　　者：杨兰[1] 

机构地区：[1]贵州大学人文学院,花溪550025

出　　处：《教育发展研究》2013年第15期57-61,共5页Research in Educational Development

基　　金：2013年国家社会科学基金项目"后撤点并校时代西部乡村文化传承问题研究"(13BMZ046)的阶段性成果

摘　　要：中国的撤点并校过去了十余年,存在的诸多问题已经引起社会各界的强烈关注,有学者认为十年撤点并校政策改变了中国乡村文化传承的模式,对新农村建设、乡村文明的负面影响极为深远,几乎遍及所有农村地区。同时我们也看到,一些基层教育部门在面临乡土文化和民族文化传承断根的危机之下做出了诸多努力和尝试,令乡村文明回归学校。为深入了解"撤点并校"政策导致乡村文明衰落的情况及乡土文化传承应采取的方法,本研究选择了长顺县构建乡土教育课程,促使乡村文明回归的实践进行了调研,对如何构建乡土教育课程进行了阐述。The social sectors pay close eyes on problems that come out form the removal and merger reform on rural schools last decade. Some researchers point out that the reform changes the heritage model of rural culture, and results in the faraway negative influence on the new rural construction and rural civilization around rural areas. However, we also find out that some basic educational sectors make attempts to regress rural culture in schools in the face of division crisis of local culture and national culture heritage.In order to know about the ＂removal and merger＂ reform＇s influence on rural culture and the coping strategies, the paper surveys schools in Changshun County which have practiced the rural curriculums to congress the local culture, and portrays the reformation of the rural curriculums.

关 键 词：乡土教育课程 乡村文明 “撤点并校”政策 

分 类 号：G527[文化科学—教育学]