场域理论视角下澳大利亚农村教师教学有效性困境破解及路径借鉴*

摘要/Abstract

摘要：

进入21世纪,世界教育普遍存在农村学生学业成绩低于城市学生的现象,严重背离了人们共同坚持的民主、平等、公平的教育信念。学者们从多角度对导致这一现象的原因进行解析,力求找到解决问题的路径。澳大利亚作为发达国家,一直以来存在城乡学生学业成绩差距巨大的现实,引起了政府和社会的高度关注。本研究依据场域理论,从教师教学有效性的角度,对造成澳大利亚农村学生学业成绩低于城市的主要原因进行了探讨,认为农村教师所处的不利场域环境,导致他们在课程和教学决策中话语权缺失、个体专业资本获取受限、惯习出现偏差,严重制约了他们的教学有效性。澳大利亚政府通过构建社会支持体系,促进农村教师专业内生成长,提高他们的政策话语权地位,使他们树立职业信心和强化身份认同等,以破解场域困境带来的教学有效性不高、所教学生学业成绩低的问题,最终实现城乡教育平等发展目标。

关键词: 场域, 农村教师, 教学有效性, 社会支持

Abstract:

Entering the 21st century, it is common in world education that the academic performance of rural students is lower than that of urban students, which seriously deviates from the common belief in democracy, equality, and fairness. Scholars have analyzed the causes of this phenomenon from multiple perspectives, trying to find a way to solve the problem. As a developed country, Australia has always had a huge gap in academic achievement between urban and rural students, which has attracted great attention from the government and society. Based on field theory and from the perspective of teachers’ teaching effectiveness, this study explores the main reasons for the lower academic performance of Australian rural students than in urban areas. It is believed that the unfavorable field environment of rural teachers has resulted in their lack of voice in curriculum and teaching decision-making, limited access to individual professional capital, and deviations in habitus, which seriously restricted their teaching effectiveness. By building a social support system, the Australian government promotes the endogenous growth of rural teachers’ professionalism, improves their policy discourse status, enables them to establish professional confidence and strengthen their identity, etc., so as to solve the problems of low teaching effectiveness caused by the field dilemma, as well as the low academic performance of students. Ultimately the goal of equal development of urban and rural education could be achieved.

Key words: field, rural teachers, teaching effectiveness, social support

中图分类号:

李奕婷, 李延平. 场域理论视角下澳大利亚农村教师教学有效性困境破解及路径借鉴^*[J]. 教育科学, 2022, 38(2): 77-83.

Li Yiting, Li Yanping. Dilemma Solution and Path Reference to the Teaching Effectiveness of Rural Teachers in Australia: From the Perspective of Field Theory[J]. Education Science, 2022, 38(2): 77-83.

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场域理论视角下澳大利亚农村教师教学有效性困境破解及路径借鉴^*

Dilemma Solution and Path Reference to the Teaching Effectiveness of Rural Teachers in Australia: From the Perspective of Field Theory

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