我国乡村教师理解儿童的时代境遇、内在困境及践行方略  

The Understanding of Children of Rural Teachers in China:Times Situation,Internal Dilemmas and Practical Strategies

作　　者：胡福贞[1] 钟雪 HU Fuzhen;ZHONG Xue(Faculty of Education,Southwest University,Chongqing,400715,China)

机构地区：[1]西南大学教育学部,重庆400067

出　　处：《教育与教学研究》2024年第6期69-82,共14页Education and Teaching Research

摘　　要：乡村教师的儿童理解是其教育观念及行为的重要组成部分,是提升乡村儿童价值尊严及学业效能感的重要因素,更是教师形成正确乡村教育理念、采取科学教育行动的关键。当前,我国新时代教育变革中亟须改进乡村教师的儿童理解。文章依托个体意识发展结构的层次模型展开分析,揭示并论证了当前乡村教师对儿童的理解大体呈现的四种基本样态及其内在困境,并提出以“良好关系-反思冲突-情理交融-实践活现”的可行之路,将理解儿童付诸实践。The understanding of children by rural teachers is an important component of their educational concepts and behaviors,a crucial factor in enhancing the value,dignity,and academic efficacy of rural children,and a key factor for teachers to form correct rural education concepts and take scientific educational actions.In the current new era of education reform in China,it is urgent to improve the understanding of children by rural teachers.Through the analysisby the hierarchical model of individual conceptual structure,this article reveals and demonstrates the four basic patterns and internal difficulties that rural teachers generally present in their understanding of children.It also proposes a feasible path of"positive relationships-conflictreflection-emotional integration-practical realization"to put the understanding of children into practice.

关 键 词：乡村教师 理解儿童 教师观念 教育实践合理性 

分 类 号：C451[社会学]