摘要
乡村教师本土化培养是新时期我国乡村师资队伍培养的新机制,既契合城乡教育均衡发展理论,又是对教师教育改革现实诉求和顺应国际教师教育发展趋势的回应。当下,乡村教师培养普遍存在去乡土化倾向,导致了乡土教育使命遮蔽、乡土角色认同危机、乡土身份认同模糊等问题。基于此,本土化实践探索、本土化协同支持和本土化综合评价等举措,可以使乡村教师培养回归乡土本位成为现实。
Rural teachers’localization training,as a new mechanism for China’s rural teachers in China,not only accords with the theory of urban and rural education balanced development but also responds to teacher education reform reality appeal and adaptation to international trends.At the moment,there is a tendency of de-ruralization,leading to the mission of the local education,the local role playing crisis,the native identity identification blurred.Based on this,localization practice exploration,localization collaborative support,localization comprehensive evaluation,It is possible to bring rural teachers to cultivate native bits of returning to the country.
作者
苏鹏举
都超
SU Pengju;DU Chao(Public Basic Institute,Aksu Vocational and Technical College,Aksu 843000,China)
基金
阿克苏职业技术学院科研基金项目“新疆小学卓越型全科教师教育课程体系建构研究”(项目编号:YK202010)。
关键词
乡村教师
本土化培养
乡土资源
乡土情怀
teachers in rural areas
localization training
local resources
homeland feelings
