后扶贫时代乡村教师专业发展的精神困境及解决方略  

Spiritual Dilemma and Solution to the Professional Development of Rural Teachers in the Post-Poverty Alleviation Era

作　　者：艾述华[1] AI Shuhua(School of Education and Music,Sanming University,Sanming 365004,China)

机构地区：[1]三明学院教育与音乐学院,福建三明365004

出　　处：《当代教育理论与实践》2021年第3期128-131,共4页Theory and Practice of Contemporary Education

基　　金：福建省教育科学“十三五”规划2019年度项目(FJJKCGZ19-125)。

摘　　要：乡村教师的专业发展水平决定了其发挥“教育扶贫的先行者”作用的实效性。在目前“后扶贫时代”,我国乡村教师专业发展面临与乡土文化疏离、专业构建自主权丧失,乡村地位日渐式微、发展内在动力萎缩,懒于学习思考、专业自我认同感偏低等精神困境。要以习近平总书记重要论述为引领,通过厚植乡土文化基因和借助现代信息技术手段,增强乡村教师发展的内驱力、自我认同感和自信心,消除其在专业发展过程中出现的“精神贫困”。The level of professional development of rural teachers determines the effectiveness of their role of“the pioneer of education poverty alleviation”.In the current“post-poverty alleviation era”,the professional development of rural teachers in China faced a lot of spiritual dilemmas,such as the alienation from the local culture,the loss of professional construction autonomy,the declining status of the countryside,the development of internal motivation shrinking,laziness in learning and thinking and low sense of professional self-identity.To confront with the above predicaments,it is necessary to take the important discourse of General Secretary Xi Jinping as the guide.By means of the cultivation of local culture genes and modern information technology,the internal drive,self-identification and self-confidence of rural teachers should be strengthened so as to eliminate their“spiritual poverty”in the process of professional development.

关 键 词：精神贫困 专业发展 乡村教师 

分 类 号：G451[文化科学—教育学]