乡村教师专业发展:乡土特质、现实困境与实现路径  

Professional Development of Rural Teachers:Local Characteristics,Practical Difficulties and Realization Path

作　　者：李宝峰[1] LI Baofeng(School of Education Science, Xinyang Normal University, Xinyang 464000, China)

机构地区：[1]信阳师范学院教育科学学院,河南信阳464000

出　　处：《信阳师范学院学报（哲学社会科学版）》2022年第2期63-68,共6页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：河南省教育科学重大招标课题([2019]-JKGHZDZB-18)。

摘　　要：乡村教育振兴是乡村振兴战略的重要组成部分,乡村教师专业发展是乡村教育振兴的重要内容。当前乡村教师专业发展存在教师身心与乡村社会疏离、社会角色与身份认同不足和社会性学习及适切性培训欠缺等问题。乡村教师专业发展具有乡土特质,须立足于所处的乡村社会及文化境域,依靠专业自主自为及需求的外部支援来规划。乡村教师专业发展的实现路径要坚持培植乡村教育情怀,提升职业认同,激活专业发展内动力;立足乡土社会境域,扩充乡土知识,在专业实践中努力发展;搭建社会性学习通道,提升专业支援度,如此才能推动乡村教师专业发展。The revitalization of rural education is an important part of the Rural Revitalization Strategy,and the professional development of rural teachers is an important content of the revitalization of rural education.At present,the professional development of rural teachers faces many difficulties,such as the alienation between teachers'body and mind and rural society,the lack of social role and identity,and the lack of social learning and appropriate training.Rural teachers'professional development has local characteristics.It must be based on the rural social and cultural environment,and rely on professional autonomy and external support.The realization path of rural teachers'professional development should adhere to cultivating rural educational feelings,improving professional identity and activating the internal driving force of professional development;Based on the local social environment,expand local knowledge and strive to develop in professional practice;Build social learning channels and improve professional support,so as to promote the professional development of rural teachers.

关 键 词：乡村教师专业发展 乡土特质 乡村社会 

分 类 号：G653.1[文化科学—教育学]