摘要
城乡教师学习共同体的构建是乡村振兴背景下改善乡村教师整体素质与推动基础教育改革发展的重要措施。城乡教师学习共同体构建过程中仍存在着组织结构松散、价值认同危机和运行动力不足的困境。突破此困境,要构建能够统合城乡教师学习共同体成员个人理性、集体行动和公共理性的方案:即精准抱团,组建小规模异质性的城乡教师学习共同体;形成价值共识,加强城乡教师学习共同体成员的意识形态融合;发挥协同优势,促进城乡教师学习共同体内部的“权力点”流动。
Under the background of rural revitalization, the construction of urban and rural teachers learning community is an important measure to improve the overall quality of rural teachers. However,in the construction of urban and rural teachers’ learning community,there are still some problems,such as loose organizational structure,crisis of value identity and lack of motive force. In order to break through this dilemma,we can build an analytical framework of individual rationality,cultural structure and collaborative inertia from the perspective of collective action theory,and then explore its construction strategy: accurate solidarity,to build a small-scale and heterogeneous urban and rural teachers’ learning community;value consensus,to strengthen the ideological integration of the members of the urban and rural teachers’ learning community;to promote the “power point”flow within the urban and rural teacher learning community.
作者
韦恩远
WEI En-yuan(School of Teacher Education,Huzhou Normal University)
出处
《教育理论与实践》
北大核心
2023年第1期59-64,共6页
Theory and Practice of Education
基金
2022年度浙江省哲社规划课题“浙江省城乡义务教育一体化过程中乡村教育治理研究”(课题编号:22NDJC155YB)的阶段性研究成果
关键词
乡村振兴
集体行动理论
城乡一体化
城乡教师学习共同体
rural revitalization
collective action theory
urban-rural integration
urban-rural teacher learning community
