摘要
乡村教师专业发展是提升农村教育质量的内生动力。这既是推动乡村文化复兴之所需,也是实现农村教育现代化之必然。然而,现实的乡村教师专业发展遭遇到教育领域供给侧阻滞:"他主型"发展逻辑的外在框限,导致教师的培训学习缺乏针对性与吸引力;"自主型"发展理路的内在规约,导致教师产生了"我是谁"的身份迷思与"我该如何"的出路困惑。对此,需要从教育"精准扶贫"、教师发展平台以及教师专业自主自强等维度,对政策驱动、专业支持和教师内求等促进乡村教师专业发展的力量加以结构化整合。
Teachers＇ professional development can help to reconstruct the culture of countryside, as well as to promote the quality and modernization level of rural education. However, teachers＇ professional development encounters barriers on the side of supply, learning lacks of individuation and attraction because of limitation of outer rules, and confusion of identity and the ways how to behave themselves are caused by inner restriction of self-development. Therefore, from education precision for poverty alleviation, teachers＇ development plat and own strong motivation to be specialist, structure integration is needed through many ways, such as policy driven, professional support and teachers＇ intrinsic motivation.
出处
《课程．教材．教法》
CSSCI
北大核心
2017年第12期91-96,共6页
Curriculum，Teaching Material and Method
基金
重庆市社会科学规划一般项目"乡村教师的文化担当与专业成长研究"(2016YBJY060)
重庆文理学院2015年科研项目"小学全科教师专业能力发展研究"(Z2015JY16)
关键词
乡村教师
供给侧改革
教师专业发展
rural teachers
supply-side reform
teachers＇ professional development
