源自城市的乡村教师文化认同研究  

On Cultural Identification of Urban Teachers Working in Rural Areas

作　　者：戚海燕 吴长法 Qi Haiyan;Wu Changfa(School of Literature and Education, Bengbu College, Bengbu 23303)

机构地区：[1]蚌埠学院文学与教育学院,蚌埠233030

出　　处：《教育发展研究》2018年第4期16-23,共8页Research in Educational Development

基　　金：安徽省哲学社会科学规划项目AHSKY2015D150;安徽省教育厅人文社科重点项目SK2013A108;国家社会科学基金项目14BKS079;国家社会科学基金项目"十二五"规划2014年度教育学一般课题BEA140074的部分成果

摘　　要：文化认同是特定个体或群体在文化交流过程中寻求不同文化之间的共同点或相似点,以促进彼此之间亲和与凝聚的过程,其核心乃文化自觉。随着"凡进必考"及农村地区教师缺口的不断增大,源自城市的乡村教师数量也越来越多。其文化认同关涉到有效教育教学活动的顺利开展,然而在现实中,文化认同失根、文化认同游移与文化认同虚表等问题,是源自城市的乡村教师文化认同的不自觉表现。走向文化自觉的教师文化认同,应以"自省批判"为核心建构城市教师的文化认知力,并以弹性课程设计为纽带提高师生的文化交流机会和以"文化回应"为支架提高教师的文化自觉意识与能力。Cultural identification is to seek the common ground or similarities among different cultures during the process of cultural communication among specific individuals or groups so as to promote the mutual affinity and cohesion, the core of which is cultural self-consciousness. The teachers living in cities while working in rural areas seem to be ＂minorities＂whose cultural identification is closely related to the smooth development of the effective teaching, while the problems of the rootless cultural identification, the uncertainty of cultural identification and its lack of essence often result in the loss of cultural self-consciousness.Teachers＇ cultural identification heading to cultural self-consciousness should base on the construction of the urban teachers＇ cultural cognitive competence with the center of ＂self-criticism＂, the bond of the flexible curriculum design to enhance the communication opportunities between teachers and students, with the supporting framework of＂cultural response＂to improve teachers＇ awareness and ability of the cultural self-consciousness.

关 键 词：城市教师 文化认同 文化自觉 

分 类 号：G451[文化科学—教育学]