论民族地区教师学习的位育转向——基于呼伦贝尔市陈旗初中教师的混合研究

Adaptation Change of Teacher Learning in Minority Areas——Based on Mixed Study of Teachers of Chengqi Junior High School in Hulunbeier City

前人对民族地区教师学习的研究主要集中在教师专业发展、民汉合校等相关主题中。为了进一步了解民族地区教师学习的现状,运用混合研究方法对陈旗初中教师学习现状进行田野调查。在分析田野调查资料的基础上,结合前人在民族地区教师学习领域中的研究成果,发现民族地区的教师学习在目的、内容、方式等方面并没有彰显出民族特色。面对这种情况,尝试借鉴位育思想来指导民族地区的教师学习。所谓位育是指个体以自身所处的情境为基础,以相应的实践活动为策略适应情境并促进自身发展的过程。在位育思想的指导下,民族地区的教师学习可以从如下两个方面入手:其一,安其所有,即民族地区教师在明确自身所处情境的基础上主动地适应该情境;其二,遂其生也,即民族地区教师从生活情境中选择文化工具开展情境学习。

The previous researches about teacher learning in the minority areas are mainly focused on the teachers＇ professional development, the Co-schooling hart nationality and ethnic minorities and other related fields.The author investigated the junior high school teacher learning of Chen qi in Hulunbuir city by mixed research methods in order to further understand the status of teacher learning in the minority areas.Based on the analysis of the field investigation data, combining previous research achievements about teacher learning in the minority areas, It is found that teacher learning does not reflect the obvious ethnic characteristics in dimensions such as learning content, learning objectives, learning motivation and learning style. In view of this situation, we try to put forward the formulation of Adaptation steering of teacher learning in the minority areas according to the thought of Adaptation teachers： adjustment, that is, teachers in the minority areas adapt themselves to the situations actively after having understood them; initiation, in other words, these teachers carry out situated learning in these situations.