教育科学 ›› 2020, Vol. 36 ›› Issue (1): 51-57.

• 教师教育研究 • 上一篇    下一篇

乡村教师专业发展的支持体系建设*

庄玉昆1,2, 褚远辉2   

  1. 1.华中师范大学 教育学院,湖北 武汉 430079
    2.大理大学 教师教育学院,云南 大理 671003
  • 收稿日期:2019-11-27 出版日期:2020-01-15 发布日期:2020-08-14
  • 作者简介:庄玉昆(1981- ),女,云南大理人,华中师范大学教育学院博士生,大理大学教师教育学院副教授,主要从事教师教育、课程与教学论研究;|褚远辉(1967- ),男,四川西昌人,大理大学副校长,教授,博士生导师,博士,主要从事课程与教学论研究。
  • 基金资助:
    * 四川省教育厅2018年度哲学社会科学重点研究基地科研项目“少数民族地区双语教师专业发展支持体系的构建研究”(TER2018-002)

Construction of the Support System for Rural Teacher Professional Development

Zhuang Yukun1,2, Chu Yuanhui2   

  1. 1. College of Education, Central China Normal University, Wuhan Hubei 430079, China
    2. Faculty of Teacher Education, Dali University, Dali Yunnan 671003, China
  • Received:2019-11-27 Online:2020-01-15 Published:2020-08-14

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摘要：

乡村教师专业发展的支持体系建设是一项影响教师教育振兴行动计划实施和乡村教师专业发展质量的系统工程。乡村教师专业发展支持体系建设过程既要体现支持体系的保障性、学习性、激励性和专业性的特点,也要实现内外支持各因素之间的相互融合,用政策与合作机制融通各层级人员之间的协作关系,通过学习支持环境建设孕育学习磁场,不断优化和创新专业性支持的途径和方法,把可持续的外部支持力量与乡村教师专业发展的自觉性、主动性和创新性融合起来,最终实现支持体系建设“外塑—外生”和“内塑—内生”的有机结合。

关键词: 乡村教师, 教师专业发展, 教师支持, 社会支持, 专业支持

Abstract:

The construction of the support system for rural teacher professional development is a systematic project which affects the implementation of Action Plan for Revitalizing Teacher Education, as well as the quality of rural teacher professional development. The construction of the professional development support system for rural teachers should not only reflect the characteristics of the support system, such as guarantee, learning, motivation and professionalism, but also realize the mutual integration of internal and external supporting factors. The policy and cooperation mechanism will facilitate the cooperation among people at all levels and the construction of supportive learning environment will further promote learning. By constantly optimizing and innovating the ways and methods of professional support, the sustainable external support and rural teachers’ self-conscious, initiative and innovation of their own development will be synthesized, so as to eventually achieve the effective combination of external support and rural teachers’ initiative of pursuing self-development.

Key words: rural teacher, teacher professional development, teacher support, social environment support, professional support

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