高质量视域下乡村教师学习力提升的价值、逻辑与维度  

The Value,Logic and Dimension of Enhancing Rural TeachersLearning Ability from the Perspective of High Quality

作　　者：张晓文 ZHANG Xiao-wen(Xi'an International Studies University,Xi'an,Shaanxi,710128,PRC)

机构地区：[1]西安外国语大学教育学院,陕西西安710128

出　　处：《当代教育与文化》2024年第1期43-50,共8页Contemporary Education and Culture

基　　金：陕西省教育厅一般专项科研计划项目(22JK0155);陕西省哲学社会科学重大理论与现实问题研究一般项目“‘双减’视域下乡村教师学习力提升策略研究”(2022HZ1239)研究成果之一。

摘　　要：乡村教师是乡村教育高质量发展的关键,而乡村教师学习力偏低导致乡村教师教书育人能力薄弱,教师队伍素质整体不高。高质量教育赋能乡村教师学习力,凸显乡村教师学习力提升的历史担当、精神动机及文化基因“三层价值”。情境式实践、个性化认知、学习型组织作为乡村教师省思经验、建构知识与变革思维的“三分逻辑”,基于此,将生活经验、理论知识、批判思维作为乡村教师学习力提升的“三大维度”。建设乡村学校学习型文化,以文化带动乡村学校的整体进阶与特色发展,从而改善乡村教师学习力提升的经验、知识与思维融通的文化境遇,实现新时代乡村教师高质量发展。Rural teachers are the key to the high-quality development of rural education.But the low learning ability of rural teachers results in their weak teaching and education abilities and the overall low quality of the teaching team.High quality education empowers rural teachers,highlighting the“threelevel values”in enhancing rural teacherslearning ability:historical responsibility,spiritual motivation,and cultural genes.Situational practice,personalized cognition,and learning organization serve as the“three-in-one logic”for rural teachers to reflect on their experiences,construct knowledge,and transform their thinking.Based on this,life experience,theoretical knowledge,and critical thinking are regarded as the“three major dimensions”for enhancing the learning ability of rural teachers.By building a learning culture in rural schools,we can promote the overall advancement and characteristic development of rural schools with culture,thereby nurturing the cultural environment of integrating experience,knowledge,and thinking in enhancing rural teacherslearning ability,and achieving highquality development of rural teachers in the new era.

关 键 词：高质量教育 学习力 乡村教师 学习型文化 

分 类 号：G773[文化科学—教育学] G451