教育科学 ›› 2024, Vol. 40 ›› Issue (3): 75-81.

• 教师教育研究 • 上一篇    下一篇

在地化视角下乡村教师教育情怀的生成机理与现实路径*

刘万海, 李倩   

  1. 渤海大学 教育科学学院,辽宁 锦州 121013
  • 出版日期:2024-05-15 发布日期:2024-08-07
  • 作者简介:刘万海(1976- ),男,黑龙江齐齐哈尔人,渤海大学教育科学学院教授,教育学博士,硕士生导师,主要从事教学论、教师教育、农村教育等研究;|李倩(1983- ),女,辽宁葫芦岛人,渤海大学教育科学学院讲师,主要从事农村教育、教师教育等研究。
  • 基金资助:
    *2022年度国家社科基金教育学一般项目“新时代我国乡村教育在地化高质量发展的创新机理与路径研究”(BHA220127)

The Generating Mechanism and Realistic Path of Rural Teacher’s Education Sentiment from a Localization Perspective

Liu Wanhai, Li Qian   

  1. School of Education and Science, Bohai University, Jinzhou Liaoning 121013, China
  • Online:2024-05-15 Published:2024-08-07

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摘要：

乡村教育的高质量发展需要一支稳定且高素质教师队伍的推动,而乡村教师教育情怀是激励其坚守乡村育人事业的内在动力与精神支撑。从在地化视角审视其内涵与生成机理可知,乡村教师教育情怀存在“教育之知”“教育之责”“教育之爱”三个维度,“教育之知”是根基和前提,“教育之责”是转化与过渡,“教育之爱”才是教育情怀的高级表达。乡村教师教育情怀产生与滋养于乡村教育的现实空间,当前却面临着“教育之知”的去情境化,“教育之责”的式微与“教育之爱”的迷失之困。纾困之策有两点:一方面应立足乡土社会与乡村教育环境,滋养乡村教师的“知-责-爱”;另一方面应强化乡村教师本土化培养和在地化实践,使乡村教师的教育情怀在动态生成中获得稳固与滋养。

关键词: 乡村教师, 教育情怀, 生成机理, 现实路径, 在地化

Abstract:

The high-quality development of rural education requires the promotion of a stable and high-quality teacher team, and the educational sentiment of rural teachers is the internal motivation and spiritual support to motivate them to stick to the cause of rural education. From the perspective of localization, it can be seen that the educational sentiment of rural teachers has three dimensions:“educational knowledge”, “educational responsibility” and “educational love”. “Educational knowledge” is the foundation and premise, “educational responsibility” is the transformation and transition, and “educational love” is the advanced expression of educational sentiment. Rural teachers’ educational sentiment is generated and nourished in the real space of rural education, but it is currently facing the decontextualization of “educational knowledge”, the decline of “educational responsibility” and the loss of “educational love”. As relief measures, one is to be based on the local society and rural education environment, nourishing the “knowledge-responsibility-love” of rural teachers; the other is to strengthen the localization training and local practice of rural teachers, so that their educational sentiment can be stabilized and nurtured in a dynamic generation.

Key words: rural teachers, educational sentiment, generation mechanism, realistic path, localization

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