乡村教育在地化变革的意蕴与路径  

The Implications and Paths of the Transformation of Rural Education in Localization

作　　者：丁学森[1] 邬志辉[2] 夏博书 DING Xue-sen;WU Zhi-hui;XIA Bo-shu(Institute of Educational Effectiveness,Shenyang Normal University;China Institute of Rural Education Development,Northeast Normal University;Office of Research,Shenyang Normal University)

机构地区：[1]沈阳师范大学教育效能研究院,辽宁沈阳110034 [2]东北师范大学中国农村教育发展研究院,吉林长春130024 [3]沈阳师范大学科研处,辽宁沈阳110034

出　　处：《教育理论与实践》2023年第25期22-27,共6页Theory and Practice of Education

基　　金：2023年度辽宁省经济社会发展合作课题“乡村振兴背景下农村中小学校长在地化教育领导力的发展路径研究”(课题编号:2023lslhzyb-33)的研究成果。

摘　　要：乡村学校开展在地化教育是乡村教育与一方水土的教育情境相衔接、推进农村教育现代化的重要抓手。当前,乡村振兴战略促进乡村教育内生发展,亟需乡村教育基于乡土知识教与学实践的“行动者—网络”关系,促进以“内—行动”方式实现“互相构建”的在地化变革。乡村教育在地化变革的实践结构体现为空间资源化、资源教育化、教育素养化。乡村教育在地化变革的有效推进,要形塑乡村校长在地化教育理念,加强在地化教育团队建设,推进在地化教育课程构建与实施,构建在地化教育场域,提升学生综合素养等。Carrying out localized education in rural schools is an important starting point for connecting rural education with the educational situation of water and soil and promoting the modernization of rural education.At present,the Rural Revitalization Strategy promotes the endogenous development of rural education,which urgently needs the“actor network”relationship of rural education based on local knowledge teaching and learning practice to promote the local transformation of“mutual construction”in the“internal action”way.The practical structures of localized reform of rural education are resourcing,resource education,and accomplishment of education.To promote the localization reform of rural education,it is necessary to shape the rural principals’educational concept of localization,strengthen the team construction of localized education,advance the construction and implementation of localized educational curriculum,construct the localized educational fields,and improve students’comprehensive quality.

关 键 词：在地化教育 乡村教育 乡村学校 乡村学生 教育变革 乡土知识 

分 类 号：G521[文化科学—教育学]