教师学习力:乡村教师专业发展的重要驱力  

Teachers’ Learning Capacity: An Important Motive Force for Rural Teachers’ Professional Development

作　　者：黄晓茜 程良宏[1] HUANG Xiaoxi;CHENG Lianghong(School of Education Science,Xinjiang Normal University,Urumqi,830017 China)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830017

出　　处：《全球教育展望》2020年第7期62-71,共10页Global Education

基　　金：新疆师范大学自治区普通高校文科基地“新疆教师教育研究中心”项目“西部乡村教师课程知识理解对教学行为的影响研究”(项目编号:040518C03);新疆维吾尔自治区重点学科“教育学”项目“教师领导力现状及改进研究”(项目编号:19XJKD0302)系列研究成果之一。

摘　　要：乡村教师队伍的质量提升是促进乡村教育发展、实施乡村振兴战略的重要抓手。当前乡村教师大多呈现出无力或无心学习、应付性学习、浅表性学习、功利性学习等样态,这已成为其专业发展的现实阻因。关注并培养乡村教师的学习力,是穿透乡村教师的教学麻木感、促进其专业发展和推动乡村文化建设的重要驱动力量。教师个体自发自觉的学习行动、乡村学校学习支持体系的构建以及政府层面的保障扶持是乡村教师学习力生成与提升的重要保障。Improving rural teachers’quality is a vital measure to develop rural education in implementation rural revitalization strategy.However,at present,motiveless learning,passive learning,superficial learning and utilitarian learning among rural teachers have become the key impediment in the course of improving rural teachers’quality.The cultivation of learning capacity of rural teachers will be an important motive force in their professional development and also refresh their teaching fatigue.Furthermore,teachers’spontaneous and self-conscious behaviors in learning,the construction of supportive learning system in rural schools as well as government supports will guarantee the generation and enhancement of rural teachers’learning capacity.

关 键 词：乡村教师 教师学习力 专业发展 重要驱力 

分 类 号：G451[文化科学—教育学]