教育科学 ›› 2026, Vol. 42 ›› Issue (4): 48-54.

• 乡村教育研究 • 上一篇    下一篇

乡村教师家访功能的式微与重振*

杨卫安, 林琳   

  1. 东北师范大学 中国农村教育发展研究院, 吉林 长春, 130024
  • 出版日期:2026-07-15 发布日期:2026-09-29
  • 作者简介:杨卫安(1979- ),男,河北保定人,教育部人文社会科学重点研究基地东北师范大学中国农村教育发展研究院教授、博士生导师,主要从事农村教育、教育政策研究;
    林琳(1996- ),女,广东湛江人,东北师范大学中国农村教育发展研究院博士生,主要从事农村教育研究。
  • 基金资助:
    *2022年度国家社会科学基金教育学一般项目“县域交流轮岗教师在流入校教育教学状况调查及优化政策研究”(BFA220183)

The Decline and Revitalization of Rural Teachers’ Home Visit Function

Yang Weian, Lin Lin   

  1. China Institute of Rural Education Development, Northeast Normal University,Changchun, Jilin 130024, China
  • Online:2026-07-15 Published:2026-09-29

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摘要：

教师家访功能的发挥对于促进家校社协同育人,实现乡村教育高质量发展具有重要现实意义。乡村教师家访的本质是乡村教师及其育人活动与乡土社会之间的有机联结。研究发现,新时代乡村教师家访功能蕴含着主体发展、社会发展和关系发展三维价值,发挥好家访功能能够促进教育家精神落实、助力新乡土社会建设、推动家校社共育落地。剖析乡村教师家访功能式微的外在表征与内在逻辑可以发现,政策支持失位导致家访落地无据可依,专业发展不足导致家访实施无力可为,多方参与失调导致家访协同共育不足。为突破困境,重振乡村教师家访功能,亟须推动政策落地,完善乡村教师家访政策体系;助力专业发展,提升教师家访意识和能力;促进多元参与,提高家访协作水平。

关键词: 乡村教师, 乡村教育, 乡村社会, 家访功能

Abstract:

The function of rural teachers' home visits holds significant practical importance for promoting home-school-community collaborative education and achieving high-quality development of rural education. The essence of rural teachers' home visits lies in the organic connection of rural teachers and their educational activities with rural society. This study finds that the home visit function of rural teachers in the new era embodies three dimensions of value: subject development, social development, and relational development. Giving full play to this function can promote the implementation of the spirit of educators, contribute to the construction of a new rural society, and facilitate the realization of home-school-community co-education. An analysis of the external manifestations and internal logic of the decline of rural teachers’ home visit function reveals that the lack of policy support leaves home visits without a basis for implementation, insufficient professional development renders teachers unable to carry out home visits effectively, and imbalanced multi-stakeholder participation leads to inadequate collaborative education through home visits. To overcome these difficulties and revitalize the home visit function of rural teachers, it is urgent to ensure policy implementation and improve the policy system for rural teachers’ home visits, support professional development and enhance teachers’ awareness and competence in home visits, and promote multi-stakeholder participation to improve collaboration in home visits.

Key words: rural teachers, rural education, rural society, home visit function

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