乡村教师学习文化的问题与重构

发布时间：2018-06-22 04:25

本文选题：乡村教师 + 教师学习文化　；参考：《教育发展研究》2013年04期

【摘要】：教师学习文化具有复杂的结构,它被赋予不同的载体之后,形成教师学习物质文化、教师学习制度文化、教师学习精神文化三个层面。通过田野考察发现,当下乡村教师学习文化存在诸多问题,具体表现为学习物质文化匮乏、学习制度文化僵化、学习文化价值功利。因此,要制定乡村教师学习专项资金制度和学习援助计划,建立乡村教师学习资源中心,保障乡村教师的学习经费和学习资源,重构乡村教师学习物质文化;制定支持乡村教师学习的政策规章,建立科学的教师学习评价制度和持续有效的学习激励机制,重构乡村教师学习制度文化;更新教师学习文化价值观念,变革个人主义学习文化样态,并通过优秀教师学习文化的引领,重构乡村教师学习精神文化。
[Abstract]:Teacher learning culture has a complex structure. After it is endowed with different carriers, it forms three levels: teacher learning material culture, teacher learning system culture and teacher learning spiritual culture. Through field investigation, it is found that there are many problems in rural teachers' learning culture, such as the lack of learning material culture, the ossification of learning system culture, and the utility of learning cultural value. Therefore, it is necessary to establish a special fund system and a study aid plan for rural teachers, set up a learning resource center for rural teachers, ensure the study funds and learning resources of rural teachers, and reconstruct the learning material culture of rural teachers. To establish policies and regulations to support rural teachers' learning, to establish scientific evaluation system of teachers' learning and to establish continuous and effective learning incentive mechanism, to reconstruct rural teachers' learning system culture, to renew teachers' learning cultural values, Reform individualism learning culture and reconstruct rural teachers' learning spirit culture through the guidance of excellent teachers' learning culture.
【作者单位】：杭州师范大学教师发展研究中心;
【基金】：教育部人文社科基金规划一般项目“城镇化进程中乡村教师的生存境遇研究——基于文化社会学的审视”(10YJA880152) 杭州师范大学“勤慎项目”资助的阶段性成果
【分类号】：G451.1

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