理想·遮蔽·澄明:乡村教师公共生活实践的三重审视  

Idealism,Obstacles,and Clarity:A Tripartite Examination of Rural Teachers’Public Life Practices

作　　者：王晓丽[1] 卢鉴策 WANG Xiao-li;LU Jian-ce(Zhejiang Rural Education Research Center,Huzhou Normal University;School of Education,Zhejiang Normal University)

机构地区：[1]湖州师范学院浙江省乡村教育研究中心,浙江湖州313000 [2]浙江师范大学教育学院,浙江金华321004

出　　处：《教育理论与实践》2025年第10期37-45,共9页Theory and Practice of Education

基　　金：浙江省哲学社会科学规划常规课题“挣脱与成长:近代乡村女教师职业生活研究(1900-1949)”(课题编号:24NDJC229YBM)的研究成果。

摘　　要：当前,学界对乡村教师的公共生活实践多持乐观态度,期望乡村教师能够成为公共精神的传承者、公共事务的参与者、乡村教育与乡村建设的链接者。但在现实教育语境下,乡村教师的公共生活实践面临文化责任缺位、场域环境脱嵌、政策授权缺失三重遮蔽。面向新时期城乡教育一体化建设的现实逻辑,乡村教师应立足自身职业角色本位,通过乡村学校乡土文化责任的唤醒、乡村教师核心责任的厘清、政策领域修法立规的完善,为乡村教师个体的公共生活实践提供助力。Presently,academia tends to hold an optimistic view towards the public engagements of rural teachers,envisioning them as bearers of public ethos,contributors to civic affairs,and connectors between rural education and rural development.However,within the actual educational context,the public engagements of rural teachers face a triple shield of cultural responsibility gaps,detached contextual environments,and a lack of policy empowerment.In line with the contemporary imperative of integrated urban-rural education development,the public engagements of rural teachers should pivot on their professional roles.This can be achieved by revitalizing local cultural heritage in rural schools,clarifying their core responsibilities,and improving policy frameworks through legislative adjustments.These efforts will bolster the individual public engagements of teachers in their communities.

关 键 词：乡村教师 公共生活实践 职业角色 乡土文化责任 乡村教师核心责任 修法立规 

分 类 号：G451.2[文化科学—教育学]