教育科学 ›› 2020, Vol. 36 ›› Issue (1): 43-50.

• 教师教育研究 • 上一篇    下一篇

发达国家乡村教师研究的特点及启示*

徐红1, 董泽芳2   

  1. 1.长江大学 教育学院,湖北 荆州 434023
    2.华中师范大学 教育学院,湖北 武汉 430079
  • 收稿日期:2019-09-23 出版日期:2020-01-15 发布日期:2020-08-14
  • 作者简介:徐红(1971- ),男,湖北应城人,长江大学教育学院教授,教师教育研究中心、主任,博士生导师,博士,主要从事教师教育、课程与教学论研究;|董泽芳(1945- ),男,湖北红安人,华中师范大学教育学院教授,博士生导师,博士,主要从事高等教育、教师教育研究。
  • 基金资助:
    * 国家社会科学基金教育学一般课题“乡村教师专业成长规律与促进机制研究”(BHA170137)

Characteristics and Enlightment of the Researches on Rural Teachers in Developed Countries

Xu Hong1, Dong Zefang2   

  1. 1. School of Education, Yangtze University, Jingzhou, 434023, China
    2. School of Education, Central China Normal University, Wuhan Hubei 430079, China
  • Received:2019-09-23 Online:2020-01-15 Published:2020-08-14

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摘要：

乡村教师既是乡村教育的第一资源,又是乡村社会物质文明与精神文明建设的重要根基,更是助力城乡基础教育均衡发展与教育公平乃至社会公平不可或缺的生力军。加大乡村教师问题研究的力度,产出更多有助于促进乡村教师队伍建设的研究成果委实重要。目前,尽管我国有关乡村教师问题的研究成果既日渐丰硕又仍呈竞相攀升之势,但因其缺乏科学、合理的研究范式与方法论来规范、指引而致使其中能够真正有效指导乡村教师队伍建设实践的成果相当匮乏,为此,加强乡村教师问题研究的“元研究”十分必要。他山之石可以攻玉,我国可以借鉴美国、英国、日本等教育发达国家在乡村教师问题研究上积累的相应经验。审视发现,研究目标突出集中性、研究内容彰显微观性、研究方法凸显实证性、研究视角呈现多元性、研究成果突显操作性,是上述教育发达国家研究乡村教师问题时集中体现出来的研究特点。显然,深化研究主题、重视微观研究、拓展研究视角、加强实证分析、注重成果应用,是我国未来开展乡村教师问题研究时可以从中获得的相应启示。

关键词: 发达国家, 乡村教师, 乡村教师研究, 乡村教育

Abstract:

Rural teachers are not only the first resource of rural education, but also an important foundation for the construction of material and spiritual civilization in rural society. They are also the indispensable force to help the balanced development of urban and rural basic education, education equity and even social equity. It is really important to increase the research on rural Teachers’ problems and produce more research results which are helpful to promote the construction of rural teacher team. At present, although the research results of rural teachers’ problems in our country are gradually fruitful and still increasing, but due to the lack of scientific and reasonable research paradigm and methodology to standardize and guide, the results of which can effectively guide the practice of rural teachers’ team building are quite scarce. Therefore, it is necessary to enhance the “meta-research” of rural teachers’ problems. Stones from other mountains can be used to attack jade. And China can learn the advanced experience in the research area of rural teachers from the developed countries such as the United States, Britain and Japan, which has the main characteristics, including the research objectives are concentricity, the contents are microscopic, the methods are empirical, the perspectives are pluralistic, and the results are operable. Drawing on the relevant experience of developed countries and reflecting on the shortcomings of relevant research in China, we should deepen the research theme, pay attention to microscopic study, expand research perspectives, strengthen empirical analysis and devote the results to application in the future.

Key words: developed country, rural teacher, research on rural teachers, rural education

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