论跨界互动特性的农村教师合作培训

Research on the Cooperative Training of Rural Teachers with Cross-boundary and Interactive Characteristics

当前,我国农村教师培训中存在农村教师实际需求得不到满足,农村教师培训针对性和实效性不强等问题。通过分析文化认知、理论知识与教育实践各自角色及其相互关联在农村教师培训中的作用机制可以看出,教育理论与教学实践知识的平等性、农村教师知识的跨越性、文化背景知识的影响性、城乡教师协同互动实现其知识的互补和一致性是农村教师培训新的认知范式的关键要素,构成了跨界互动特性的农村教师合作伙伴关系及其运行框架,建立了大学参与、城乡中小学合作的培训模式,推进多方资源整合。跨界互动特性的农村教师合作培训的具体实施途径包括建立院校实践共同体,共同创建解决方案;跨越城乡社区边界,创建跨文化社区学习经验,促进农村教师知识(包含技能的知识)基于文化实践的融合生长。

Currently, there are some problems in rural teacher training, for example, the pertinence and practicability of rural teacher training fail to respond to rural teachers＂ needs. By analyzing the respective roles and relationships among cultural cognition, theoretical knowledge and educational practice in rural teacher training mechanism, it is found that the equality of practical and theoretical knowledge, the cross-boundary feature of rural teacher knowledge, the influence of cultural context knowledge, and the complementation and consistency of knowledge through the interaction of rural and urban teachers, are the key elements of new cognitive paradigm about the rural teacher training, and also comprise the rural teacher professional development partnership and operating framework with interactive and cross-boundary characteristics. On this basis, a cooperative rural teacher training model is built, which can promote university engagement as well as collaboration of both rural and urban teachers at primary and secondary schools in order to combine multilateral training resources to enhance the quality of rural teacher training. The specific approaches involve the construction of a practice community that allows universities and schools to make joint efforts in problems solving, cross the rural-urban boundary by encouraging learning experiences in various culture communities, and promote the growth of rural teachers＂ knowledge （including the knowledge about skill） by integrating culture and practice.