乡村学校发展的文化困境及超越  

The Cultural Dilemma and Transcending of Rural School Development

作　　者：杨文杰 Yang Wenjie(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《教育科学》2024年第5期22-29,共8页Education Science

基　　金：全国教育科学“十四五”规划2021年教育部青年课题“基于乡村文化振兴的村-校协同育人模式研究”(项目编号:EHA210417)。

摘　　要：乡村是一种文化存在,是一代又一代乡村人生生不息的文化场所;乡村学校不仅是教育的场所,更是一个与乡村文化紧密相关又有其独特性的文化场域。但随着城市化进程的加快,乡村学校逐渐沦为“文化孤岛”,乡村教师“文化人”角色缺失,“文化上的外来感”带来的学业落差以及“乡村文化知识与技能”评价缺位等文化困境,影响着乡村文化的存续与乡村学校的发展。乡村学校发展要超越文化困境,就需要从根本上重塑乡村学校教育的乡土性,进而促进乡村文化与学校的融通融合与双向建构,重构乡村学校的社会教育功能,并以基于乡村文化实际的教育评价体系保障和促进乡村文化与乡村学校教育的协同发展。The countryside is a cultural existence,a cultural place where generations of rural people live and work;rural schools are not only places for education,but also a cultural field that is closely related to rural culture and has its uniqueness.However,with the acceleration of urbanization,rural schools have gradually become“cultural islands”,the lack of the role of“cultural people”of rural teachers,the academic gap caused by“cultural foreignness”,and the lack of evaluation of“rural cultural knowledge and skills”and other cultural dilemmas have affected the survival of rural culture and the development of rural schools.To transcend the cultural dilemmas,it is necessary to fundamentally reshape the local nature of rural school education,promote the integration and two-way construction of rural culture and schools,reconstruct the social education function of rural schools,and guarantee and promote the synergistic development of rural culture and rural school education by the educational evaluation system based on the reality of rural culture.

关 键 词：文化场域 乡村文化 乡土性 乡村学校教育 现代化转型 

分 类 号：G649[文化科学—高等教育学]