摘要
乡村教师的自主教学力是提升乡村教育质量、助力乡村振兴的关键。其中蕴含着自主教学的融入力、驱动力、认同力、体悟力与决策力。然而,“异在地性”“角色退行”“先赋印象”“权力规制”“以偏概全”等表象正使乡村教师身陷自主教学力失落的种种困境中。本文通过重构“在地化”自主教学力,重拾“进取化”自主教学力,重塑“双通道”自主教学力,重温“互促型”自主教学力,重建“数据化”自主教学力五个层面致力于促成乡村教师自主教学力的理性回归。
The independent teaching ability of rural teachers is the key to improving the quality of rural education and helping rural revitalization.It contains the integration,driving force,identity,understanding and decision-making power of independent teaching.However,the appearances such as“exotic nature”,“role retreat”,“first impression”,“power regulation”and“fallacy of composition”are trapping rural teachers in various dilemmas of losing their independent teaching ability.This article is committed to promoting the rational return of rural teachers’independent teaching power by reconstructing the“localized”independent teaching power;restoring“the ambitious”independent teaching power;reshaping the“dual channel”independent teaching power;revisiting the“mutual promotion”independent teaching power;and rebuilding the“digitalized”independent teaching power.
作者
王鹏
徐思妍
Wang Peng;Xu Siyan(Jilin Normal University)
出处
《当代教育科学》
北大核心
2023年第10期40-49,共10页
Contemporary Education Sciences
基金
全国教育科学规划教育部重点课题“高校创业教育生态系统构建问题研究”项目(项目编号:DIA190410)的研究成果之一。
关键词
乡村教育
乡村教师
自主教学力
rural education
rural teachers
independent teaching ability
