乡村教师的专业化模式选择:批判、创新与辩证

The Choice of Rural Teachers′ Specialization Patterns: Criticisms,Innovations and Dialectics

乡村教师专业化存在客观主义与建构主义两个基本模式。虽然客观主义模式有很大的局限性而屡遭批判,但也并非一无是处;虽然建构主义模式具有很强的创新功能但也并非灵丹妙药。一种更辩证与包容的态度是,以建构主义模式为优先选择,又不完全排斥客观主义模式。为此,必须遵循三个优先性原则:即乡村教师的优先性原则,个人知识优先性原则,个体与生存环境互动优先性原则。

Rural teachers＇ specialization has two basic patterns： objectivist and constructivist. Although the ob- jectivist pattern is criticized frequently for its significant limitations, it is not without merit; although the con- structivist pattern has a strong innovative function, it is not a ready-made panacea. A more dialectical and in- clusive attitude is to take the constructivist pattern as the first choice, but not completely reject the objectivist pattern. Therefore, we must follow three priority principles., the priority of rural teachers, the priority of per- sonal knowledge and the priority of interaction between individual and living environment.