乡村学校学科结构性师资缺失及其优化策略研究--一项基于扎根理论的研究  

Research on The Structural Imbalance of Teachers in Rural Schools and Its Optimization Strategies

作　　者：郭晓琳[1] GUO Xiao-lin(Zhengzhou University Public Management Research Station/Institute of Education,Zhengzhou,450001)

机构地区：[1]郑州大学公共管理科研流动站/教育学院,河南郑州450001

出　　处：《教师教育研究》2022年第5期108-115,共8页Teacher Education Research

基　　金：国家社会科学基金2021年度教育学国家重点课题“新一轮科技革命背景下教师素养及培养体系研究”(课题批准号:AFA210017)。

摘　　要：我国乡村教师队伍建设面临着教师数量不足和学科结构性缺失的问题,为解决乡村教师学科结构性缺失问题,乡村学校对教师进行结构内优化调整,其中,让某一门学科教师来教其它学科是比较常用的方法。通过使用扎根理论的方法,发现在乡村教师数量尚未完全补充到位、教师生存需求和成长需求等因素影响下,乡村学校解决学科结构性师资缺失经常使用三种模式:补缺模式、资格模式和需求模式,三种模式在保障学校教学顺利运行的同时,也导致乡村教师面临着知识教学困境与身份认同困境。为突破知识教学和身份认同双重困境,乡村学校教师队伍要由行政控制范式走向专业引领范式、兼顾教师自学而教与学校精准施训、重塑教师角色认知以发挥教师专业性。The construction of rural teaching faculty in our country is faced with the problems of the insufficient number of teachers and structural imbalance.In order to solve structural imbalance,it is common practice to make teachers of one subject to teach other subjects to optimize and adjust the structure of teachers in rural schools.By using the grounded theory method,it is found that under the influence of factors such as the shortage of rural teachers,the survival needs and growth needs of teachers.Rural schools often use three modes to solve the structural imbalance of teachers.They are the filling the gap mode,the qualification mode and the demand mode.Although these modes can guarantee a smooth operation of school teaching,it leads to the dilemma of knowledge teaching and identity of rural teachers.In order to break through the dilemma of knowledge teaching and identity identification,rural school teachers should shift from administrative control paradigm to professional guidance paradigm,take into account self-taught teaching and precise school training,and reshape teachers’role cognition to give full play to teachers’professionalism.

关 键 词：乡村教师 学科结构性缺失 学科知识 

分 类 号：G451[文化科学—教育学]