在地化视角下乡村教师身份转向与素养结构重塑  

The Transformation of Rural Teachers' Identity and the Reconstruction of Their Literacy Structure from the Perspective of Localization

作　　者：冯利 钮锦珠 于海波[2] FENG Li;NIU Jin-zhu;YU Hai-bo(School of Education Science,Yili Normal University;China Institute of Rural Education Development,Northeast Normal University)

机构地区：[1]伊犁师范大学教育科学学院,新疆伊宁835000 [2]东北师范大学中国农村教育发展研究院,吉林长春130024

出　　处：《教育理论与实践》2024年第31期44-49,共6页Theory and Practice of Education

基　　金：教育部人文社会科学研究规划基金项目“新疆中小学铸牢中华民族共同体意识教育成效评估研究”(项目批准号:23YJA880008)的阶段性研究成果。

摘　　要：立足乡村场域的在地化教育革新了以往的教育生态,对教师身份与素养提出了新的要求。当前,乡村教师的新乡贤身份日益淡化——身份功能式微、身份认同遮蔽、身份建构冲突,其在乡村社会发展中的作用不断削弱。在地化视角下,乡村教师应实现地缘身份、文化身份与公共身份的身份转向,核心在于乡村教师素养结构的重塑,包括“为农”的教育理念、“亲农”的知识结构、“归农”的能力素质、“融农”的情感旨归。The localized education based on the rural field has innovated the previous educational ecology and put forward new requirements for teachers' identity and literacy.At present,the status of rural teachers as new rural sages is fading away,with the decline of their functional identity,the obscurity of their identity recognition,and the conflicts in their identity construction.Their role in the development of rural society is constantly weakening.From the perspective of localization,rural teachers should achieve the transformation of geographical identity,cultural identity and public identity.The key of transformation lies in the reshaping of rural teachers' literacy structure,including the educational concept of“for agriculture”,the knowledge structure of“pro-agriculture”,the competency of“returning to agriculture”,and the emotional purport of“integrating agriculture”.

关 键 词：在地化 乡村教师 身份转向 素养结构 

分 类 号：G451.2[文化科学—教育学]