赋权视角下乡村教师专业学习现实表征、多维归因与行动路径  

Empowerment Perspective on the Real Manifestations,Multidimensional Attribution and Action Pathways of Rural Teachers’Professional Learning

作　　者：汪天皎 Wang Tianjiao(Chengdu Education Research Institute,Chengdu 610036,China)

机构地区：[1]成都市教育科学研究院,四川成都610036

出　　处：《继续教育研究》2025年第5期80-84,共5页Continuing Education Research

摘　　要：作为教师专业发展的核心路径,教师专业学习对乡村教师专业成长至关重要。采用赋权理论框架,分析了资源缺乏、能动性受限和成果不彰带给乡村教师专业学习的赋权危机,进而从内生与外烁的矛盾、主体与客体的错位、理论与实践的脱节、个体与群体的割裂等多个维度,剖析了乡村教师专业学习的失权困囿。基于此,构建了乡村教师专业学习的多层赋权路径,包括个体层的自我赋权、组织层的制度赋权、社会层的环境赋权和技术层的信息化赋权,旨在为乡村教师专业学习提供全面的策略支持。As a core pathway for teacher professional development,teachers’professional learning is crucial to the growth of rural teachers.This study adopts an empowerment theory framework to analyze the empowerment crisis in rural teachers’professional learning,which is caused by resource scarcity,limited agency and inadequate professional outcomes.Furthermore,it examines the disempowerment constraints in rural teachers’professional learning from multiple dimensions,including the contradiction of endogenous and exogenous factors,the misalignment of subject and object,the disconnection of theory and practice and the division of individual and group.Based on this analysis,a multi-layered empowerment path for rural teachers’professional learning is constructed,including self-empowerment at the individual level,institutional empowerment at the organizational level,environmental empowerment at the social level and information empowerment at the technological level,with the aim of providing comprehensive strategic support for rural teachers’professional learning.

关 键 词：乡村教师 专业学习 赋权视角 行动路径 支持策略 

分 类 号：G525[文化科学—教育学]