乡村教师专业发展的文化回应性审思——走向文化理解、反思与实践  

Culturally Responsive Thinking on the Professional Development of Rural Teachers——Toward Cultural Understanding,Reflections and Practice

作　　者：全晓洁 蔡其勇 Quan Xiaojie;Cai Qiyong(School of Educational Sciences,Chongqing Normal University,Chongqing 401331;Chongqing Academy of Education Science,Chongqing 400015)

机构地区：[1]重庆师范大学教育科学学院,重庆401331 [2]重庆市教育科学研究院,重庆400015

出　　处：《教育研究》2024年第4期84-95,共12页Educational Research

基　　金：国家社会科学基金2022年度教育学一般项目“教育帮扶服务乡村振兴的长效机制与策略研究”(编号:BHA220108)的研究成果。

摘　　要：以文化回应性理念审视乡村教师专业发展,使专业成长充分与乡村教师工作的社会环境、教育对象、场域特质相结合。这种文化回应性转向,有益于促进乡村教师向城性发展中话语权让渡后的再握,重构乡村学生城市镜像熏染下文化迷惘后的憧憬,推动乡村社会线性发展语境下文化断裂后的复归。文化回应性理念下的乡村教师专业发展,其要旨在于,从宏观上,追逐现代性和乡土性融合的专业理想;从中观上,实现文化理解型反思性实践者的角色期待;从微观上,重申公共性和专业性的话语特质。乡村教师作为文化理解型反思性实践者,应具有厚植乡土情怀的精神沃土、充盈乡土故事的知识图谱、扎根场域的回应性教学能力、适应本土的课程开发能力、理解“非我”和反思“自我”的文化敏感性。为此,须构建滋养文化理解的公共交往关系,引导基于文化反思的教育叙事探究,聚焦教育实践的关键情境搭建教研体系,紧扣历史文化的特殊履历设计课程,立足乡村教师的身份特质优化评价机制。Examining the professional development of rural teachers based on the concept of cultural response helps to fully connect their professional growth with the social environment,educational objects and field features in their work.The shift in cultural response helps rural teachers to regain their right to speak in their professional development after it gives way to urban culture,reconstruct rural students'cultural aspirations after their cultural perplexity owing to urban impact,and promote the return of rural society after the cultural rupture in the context of linear development.Under the concept of cultural response,rural teachers aim at the following in their professional development:At the macro level,they pursue the professional ideal of integrating modernity and rurality;at the meso level,they expect to play the role of culturally comprehensive and reflective practitioners;and at the micro level,they reaffirm a public and professional discourse.As culturally comprehensive and reflective practitioners,rural teachers need to have the spiritual soil used to cultivate local feelings,the knowledge map full of rural stories,the responsive teaching ability rooted in the rural field,the ability to develop the curriculum based on local conditions,and the cultural sensitivity to understand"non-self"and reflect on"self."To this end,we need to establish a relationship of public communication nourishing cultural understanding,direct educationally narrative exploration based on cultural reflections,build a teaching and research system by focusing on the key situations of educational practice,design the curriculum based on special resumes closely linking local history and culture,and optimize the evaluation mechanism based on the special identity of rural teachers.

关 键 词：乡村教师 教师专业发展 文化回应性教育 文化理解型反思性实践者 教师素养结构 

分 类 号：G525.1[文化科学—教育学]