囚徒困境：乡村青年教师在“国培”中  

Prisoner’s Dilemma:Young Rural Teachers in the “National Teacher Training Program”

作　　者：范宁雪 Fan Ningxue(School of Education Science,Nanjing Normal University)

机构地区：[1]南京师范大学教育科学学院

出　　处：《当代青年研究》2019年第5期32-37,共6页Contemporary Youth Research

摘　　要：乡村教师是我国乡村教育的重要力量,也是实现我国教育振兴的重要组成部分,教师培训是帮助其实现专业发展的重要途径,其中“国培计划”是最为突出和系统的培训机制。参加“国培计划”的教师绝大多数为乡村中小学青年教师,他们来到大学后,环境、身份发生变化,产生各种不同角色身份;又因国家社会体制、培训机制、原始资本等社会成因的影响,深受社会角色的层层镣铐,这一特殊群体在“国培”中“被培训”,表现出了作为知识分子、作为学生身份、作为陌生人、作为弱势教师群体的角色纠葛。为了帮助乡村青年教师摆脱囚徒困境,应从剥离乡村教师与知识分子的概念、调控利益相关者的权力制衡、改革培训机制本身、捍卫教师专业发展权利、鼓励社会资本流动等多个维度尝试解决。Rural teachers are important in rural education and important to realize the revitalization of education in China.Teacher training is an important way to help teachers achieve professional development.The“National Teacher Training Program”is the most prominent and systematic training mechanism.The majority of teachers participating in this program are young teachers in rural primary and secondary schools.After they coming to university,the environment and identity change.Affected by social factors such as state systems,training mechanisms,and original capital,this special group is deeply shackled by social roles,and is“trained”in training,which has shown role dilemma as intellectual,as student,as stranger,as group of disadvantaged teachers in the process of training.In order to help young rural teachers get rid of the prisoner’s predicament,we should try to redefine the concept of rural teachers and intellectual,reduce the intervention of“absent presence”,reform the training mechanism,defend the professional development rights of teachers,and encourage social capital flow.

关 键 词：乡村青年教师 “国培计划” 角色困境 社会成因 

分 类 号：G451.2[文化科学—教育学]