基于学校空间视域的乡村教师发展困境探究

Research on the Development Difficulties of Rural Teachers from the Perspective of School Space

乡村教师承载着空间和群体的双重属性。为了促进乡村教师队伍的整体发展,以学校空间作为研究切入点具有可行性。乡村教师发展面临着社会地位低、知识储备适配性差、自我认同度低等现实困境,究其根源,主要表现为乡村学校空间与智力资本、教学互动、自我认同等方面的联系。基于理性判断与现实可能的双重原则,为了提供建设性的社会空间,可对乡村学校空间特质进行理性分类,并在此基础上进行价值和制度重构。

Rural teachers carry the dual attribute of space and group. In order to promote the overall development of rural teachers, it is feasible to use school space as a research entry point. The development of rural teachers is faced with practical difficulties such as low social status, poor adaptability of knowledge reserve, and low self-identity. The root cause of this problem is the relationship between rural school space and intellectual capital, teaching interaction, and self-identity. Based on the dual principle of rational judgment and reality, the spatial traits of rural schools can be rationally classified, and values and systems can be reconstructed on this basisin in order to provide a constructive social space.