乡村振兴背景下乡村学校建成乡村文化中心的逻辑、困境与纾困路径  

The Logic,Dilemma and Relief Path of Rural Schools as Rural Cultural Centers

作　　者：张翔[1] 徐佳 ZHANG Xiang;XU Jia(School of Education,Guizhou Normal University,Guiyang 550001,Guizhou,China)

机构地区：[1]贵州师范大学教育学院,贵州贵阳550001

出　　处：《铜仁学院学报》2023年第1期16-21,共6页Journal of Tongren University

基　　金：2020年贵州教育科学规划课题“贵州教育精准扶贫经验与模式研究”(2020B170)。

摘　　要：乡村学校内嵌于乡村社会,不仅是地理空间意义上“在”乡村的学校,更是社会和文化意义上“是”乡村和“为”乡村的学校。在乡村振兴背景下,乡村学校作为乡村文化高地,具有建成为乡村文化中心的历史逻辑、实践逻辑和政策逻辑。然而,乡村学校建成为文化中心面临“无心”“无力”与“无权”等三重困境。因此,乡村学校建成为乡村文化中心需要“强心”“增能”和“赋权”,即强化乡村学校的公共属性,提升其乡村文化中心自觉;优化乡村学校地方性知识,提升乡村学校的文化服务能力;完善制度供给,赋予乡村学校文化中心权力。Rural schools are embedded in rural society.They are not only"in"rural schools in the sense of geographical space,but also"in"rural and"for"rural schools in the sense of society and culture.Under the background of rural revitalization,rural schools,as the highland of rural culture,have the historical logic,practical logic and policy logic to build into the center of rural culture.However,the construction of rural schools as cultural centers is faced with three dilemmas:"unintentional","incapable"and"powerless".Therefore,building a rural school as a rural cultural center requires"strengthening the heart","increasing the capacity"and"empowering",that is,strengthening the public attribute of rural schools and enhancing their awareness of rural cultural center;optimizing the local knowledge of rural schools and improving the cultural service capacity of rural schools;improving the system supply and empowering rural schools to be a rural cultural center.

关 键 词：乡村学校 乡村文化 文化中心 

分 类 号：G521[文化科学—教育学]