民族地区乡村教师的特殊素养:价值、结构及培养路径  

The Special Qualities of Rural Teachers in Ethnic Regions:Value,Structure and Cultivation Paths

作　　者：曹二磊[1] 张立昌[2] CAO Er-lei;ZHANG Li-chang(College of Education,Ningxia University,Yinchuan,Ningxia,750021,China;College of Education,Shaanxi Normal University,Xi'an,Shaanxi,710062,China)

机构地区：[1]宁夏大学教育学院,宁夏银川750021 [2]陕西师范大学教育学院,陕西西安710062

出　　处：《教师教育研究》2022年第1期19-24,共6页Teacher Education Research

基　　金：2020年度国家社会科学基金项目(20BSH059)的阶段性研究成果。

摘　　要：民族地区乡村教师的"特殊素养"是指民族地区乡村教师为适应民族地区乡村教育的独特对象、独特文化背景和独特目标实现的特殊性要求所具备的除一般素养外的素养。民族地区乡村教师的特殊素养亦是其从事民族地区乡村教育所需要的内在禀赋与外在行为的融合。民族地区乡村教师的特殊素养对于促进乡村少年儿童成长及发展、教师专业提升与知识资本养成、乡村教育质量提升及内涵式发展都具有重要价值。为适应民族地区文化多元及教育需求多样等特征,民族地区乡村教师之特殊素养需要树立"本土化"培养立场,具体实践路径包括:构建本土课程体系目标、将本土文化融入课程、丰富本土课程资源、拓展课程本土实践形式、开展本土教育情怀实践体验活动。The“special accomplishment”of rural teachers in minority areas is the accomplishment besides the general accomplishment to meet the special requirements of the unique object,the unique cultural background and the realization of the unique goal of rural education in minority areas.The special quality of rural teachers in minority areas is also the integration of internal endowment and external behavior that they need to engage in rural education in minority areas.The special quality of rural teachers in national regions,have important value to promote the growth and development of young children in rural ethnic areas,teachers’professional improvement and knowledge capital,promote rural education quality and contextual development in rural areas.In order to adapt to cultural diversity and the education demand diversity characteristics in rural national regions,the special qualities of rural teachers in minority areas need to be trained in“localization”position.The specific practice path are:build goals for local curriculum system,integrate local culture into the curriculum,rich local curriculum resources,develop local course practice form,carry out practical experience of educational feelings.

关 键 词：民族地区 乡村教师 特殊素养 培养路径 

分 类 号：G451.6[文化科学—教育学]