乡村少年“离土”教育的回归——基于“文化回应教育学”的视角

From“Uprootedness”to“Rootedness”: on the Education of Rural Children ——From the Perspective of Culturally Responsive Pedagogy

"乡土中国"的格局正在城镇化的进程中改变,大量乡土在"企业房产"等推土机前不断流失,无数乡民逃离土地,远走他乡,"离土时代"的到来也宣布了乡土文化的黄昏。同时,乡村教育也并未能承担起"传承文化"的责任,在"城市导向"的教育面前退缩为"忘本的教育"。乡村少年在此环境中经历着特殊的成长烦恼、读书价值的怀疑、乡土身份的迷失、教学文本的困惑以及教学方式的矛盾。"离土"问题在西方文化回应教育学中的共鸣为乡村少年的烦恼找到新的路径,即从教学身份、教学目标、教学内容和教学方式实现"离土"到"归根"的转变。

The urbanization has changed the state of rural area in China, where mounts of land are occupied and innumerous people leave their homeland, leading to the rural culture being the break of extinction. Facing this situation, rural education does nothing to deal with it, in which rural children experience serious difficulties, including the confusion for study, rural identity, textbooks and teaching methods. Mirroring in the problem of culturally responsive pedagogy, we, from the perspective of it, try to sort the confusion out in four aspects： identities in school, teaching aims, teaching contents and teaching methods.