丰富乡村教师专业情意的在地化教育策略研究——以湘西南民族地域文化为例  

A Study of Place-based Education Strategies to Strengthen Rural Teachers’Professional Affection:Taking the Regional Culture of the Ethnic Groups in Southwest Hunan as an Example

作　　者：吴宝发 向章宇 姚伍解 WU Baofa;XIANG Zhangyu;YAO Wujie(School of Preschool Education, Xiangzhong Normal College For Preschool Education, Shaoyang 422000, China;Office of Academic Research, Xiangzhong Normal College For Preschool Education, Shaoyang 422000, China;Education Bureau in Daxiang District of Shaoyang City, Shaoyang 422000, China)

机构地区：[1]湘中幼儿师范高等专科学校初等教育学院,湖南邵阳422000 [2]湘中幼儿师范高等专科学校科研处,湖南邵阳422000 [3]邵阳市大祥区教育局,湖南邵阳422000

出　　处：《邵阳学院学报（社会科学版）》2022年第3期112-116,共5页Journal of Shaoyang University:Social Science Edition

基　　金：湖南省社科基金教育学专项课题“新乡贤文化视野下乡村教师培养模式研究”(18YBJ21);邵阳市社会科学成果评审委员会课题“传承地域文化的先进性坚定高职学校文化自信研究”(21YBA09)。

摘　　要：增进乡村教师的民族乡土情感、提升其服务民族教育的专业意向,除依靠国家有关政策外,不断深化其专业情意也是可行办法。可以通过民族地域内的生态、传统与习俗等的影响,让乡村教师在感受和领悟民族地域文化的同时,增强认同感,进而激发教师成长的内驱力,提升其教育教学技能水平,丰富其自我效能感,坚定其服务民族地域乡村教育的职业信念。In addition to relying on the relevant national policies,it is a feasible practice to promote the rural teachers’affection for local ethnic culture and enhance their professional devotion to the national education.To be specific,rural teachers may feel and appreciate the local ethnic culture such as ecology,tradition and custom which will enhance their sense of identity at the same time.Furthermore,this influence will guide and stimulate their internal drive of their development,improve their teaching skills,enhance their sense of self-efficacy,and strengthen their professional belief in serving rural education in ethnic regions.

关 键 词：乡村教师 在地化教育 专业情意 民族地域文化 

分 类 号：G658.3[文化科学—教育学]