社会网络视域下乡村教师专业成长的行动逻辑  

The Action Logic of Rural Teachers' Professional Growth from the Perspective of Social Networks

作　　者：耿飞飞 GENG Fei-fei(Normal College,Xi'an College of Arts and Sciences)

机构地区：[1]西安文理学院师范学院,陕西西安710065

出　　处：《教育理论与实践》2024年第10期59-64,共6页Theory and Practice of Education

基　　金：陕西省社会科学基金2020年度项目“乡村振兴战略下陕西乡村教师专业成长促进机制研究”(项目编号:2020P009)的研究成果。

摘　　要：兴教必先强师,乡村教育振兴离不开高水平的师资队伍。以行动者在社会网络的节点位置、与他者的联结样态及联结程度作为分析框架,审视现行教育结构,发现乡村教师因缺失主体自觉,结构位势较低;与乡村链接断裂,存有结构洞;与教育学者网络联动性不强,关系较为疏离。破解这些困境,既需要乡村教师加强自主发展,在文化共生中自觉进行教学的自我构建,提升内在优势;也需要主动拓展与乡土的互动,填洞筑牢根基;还需要外界力量提供深度支持,推进嵌入合作,筑强乡村教师与教育学者的联动,丰富专业成长的社会资本。To promote education,we must first strengthen the teaching staff and the revitalization of rural education cannot be separated from high-level teachers.Using the position of actors in social networks,and their patterns and degrees of connections with others as an analytical framework,we examine the current educational structure and find that rural teachers have a low structural position due to the lack of subjective consciousness.There is a disconnection between them and rural areas,resulting in structural holes.And their linkage with educational scholars is weak,leading to a sense of detachment.To address these challenges,it is necessary for rural teachers to strengthen their autonomous development,consciously construct teaching through cultural symbiosis,and enhance their inherent advantages.It also requires their proactive engagement with local communities to fill gaps and establish a solid foundation.Furthermore,external support is needed to promote embedded collaboration and strengthen the linkage between rural teachers and educational scholars while enriching the social capital for professional growth.

关 键 词：社会网络 乡村教师 专业成长 自主发展 拓展互动 社会支持 

分 类 号：G451.2[文化科学—教育学]