新时代民族地区乡村教师的特殊素养及培养路径

The Special Quality and Training Path of Rural Teachers in Ethnic Areas in the New Era

党的十九大报告明确提出要高度重视农村义务教育,而建设一支"下得去、留得住、教得好"的教师队伍是解决当前民族地区乡村教育困难和问题的重要途径。民族地区乡村呈现文化多元化和教育需求多样性的特点,这就要求民族地区乡村教师除一般素养外,还应具备由本土化知识、跨文化能力及乡土情怀构成的特殊素养。其中,本土化知识应包含地方自然与人文的知识以及地方学生心理特征知识;跨文化能力应包含适应多元文化的能力和整合多元文化的能力;乡土情怀应包含对民族地区乡村自然生态和人文环境的认同和热爱,以及以教育促进民族地区乡村发展的责任感和使命感。民族地区乡村教师特殊素养的培养需基于民族地区乡村教育背景、教育目标的特殊性,从课程体系、课程资源、课程实践三方面开展基于本土文化背景的有根基、有情感、有实践的融合共生的教师教育。具体而言,可以从特殊素养显现于培养目标中、本土文化融合于课程内容中、挖掘利用民间资源、丰富校园民族文化、融本土实践于课程教学中、悟教育智慧于实践环节中六方面着手培养新时代民族地区乡村教师的特殊素养。

The report of the 19 th National Congress of the Communist Party of China(CPC)clearly puts forward that we should attach great importance to rural compulsory education,and building a contingent of teachers who can go,stay and teach well in rural areas is an important way to solve the difficulties and problems of rural education in ethnic areas.Apart from common qualities as teachers,rural teachers in ethnic areas should also have local knowledge,cross-cultural ability and affection towards rural areas.To be more specific,local knowledge should include the knowledge of local nature and humanity,and the knowledge of local students’psychological characteristics;cross-cultural ability should include the ability to adapt to and integrate multi-culture;affection towards rural areas should include the identity and love of the natural ecological and cultural environment of the rural area in ethnic region,as well as the sense of responsibility and mission of promoting the rural development in the ethnic region through education.The cultivation of special quality of rural teachers in ethnic areas should focus on the combination of education system,course resource and practices for teachers’education on cultivating their local cultural background.Teachers’special quality can be cultivated through various methods including folk culture integration,fostering campus ethnic culture and etc...