基于文化生态理论的乡村教师学习文化:价值意蕴、生成要素与逻辑  

Rural Teachers’Learning Culture Based on Cultural Ecology Theory:Value Implications,Generating Factors and Logic

作　　者：刘廷哲[1] LIU Tingzhe(Graduate School,Yunnan Minzu University,Kunming 650504,China)

机构地区：[1]云南民族大学研究生院,云南昆明650504

出　　处：《湖北师范大学学报(哲学社会科学版)》2025年第2期112-117,共6页Journal of Hubei Normal University(Philosophy and Social Science)

基　　金：云南省学位与研究生教育学会第二届研究生教育管理课题(YYXH202310)。

摘　　要：文化生态理论视野下,乡村教师学习文化作为乡村教师群体在从事教学、科研和学习过程中产生并共同享有的思维和行为方式,是由乡村教师、乡村教师学习的重要他人、课程知识和环境因子等要素生成的文化生态系统。要素之间相互作用是乡村教师学习文化生成的基本逻辑,是乡村教师内外文化的选择与整合,最终被乡村教师群体逐渐认同和共享的过程,同时也蕴含着乡村教师及其学习的重要他人对课程知识的理解、吸收、传授和创新。Rural teachers’learning culture is a way of thinking and behavior that rural teachers generate and share in the process of teaching,research,and learning.From the perspective of cultural ecology theory,it is a cultural ecosystem generated by factors including rural teachers,learning partners,curriculum knowledge and environment.The interaction between these factors is the basic logic for the generation of rural teachers’learning culture.It is not only the process of rural teachers selecting and integrating and finally recognizing and sharing their internal and external cultures,but also the understanding,absorption,transmission,and innovation of curriculum knowledge by rural teachers and learning partners.

关 键 词：文化生态理论 乡村教师学习文化 价值意蕴 生成要素 生成逻辑 

分 类 号：G650[文化科学—教育学]