乡村学校教育促进乡村扶贫与振兴的文化功能省思

Reflections on the Cultural Functions of Rural School Education in Furthering Rural Poverty Alleviation and Revitalization

乡村学校教育、乡村扶贫、乡村振兴三者之间休戚相关:乡村扶贫为乡村学校教育发展奠定物质基础,乡村振兴为乡村学校教育发展提供政策指引,而乡村学校教育则是实现乡村脱贫与振兴的重要手段。乡村学校教育具有促进乡村扶贫与振兴的文化功能。以内生增长理论和文化生态系统理论为支撑,省思乡村学校教育发挥文化功能,在促进乡村扶贫与振兴中所面临的困境,主要包括核心层主体性缺失及支持层有效扶持不足的主体困境,教育对象复杂化及发展动力不足的客体困境,教育结构单一及内容式微的介体困境,旧有机制羁绊及新的环境尚在生成的环体困境。基于此,可打造主体担当+精准供给的主体系统、共建外部推力+内生动力的客体系统、构建夯形铸魂+话语共生的介体系统、形成探索实践+创新理论的环体系统,进而发展乡村学校教育,充分发挥乡村学校教育促进乡村扶贫与振兴的文化功能。展望未来,助推乡村扶贫与振兴,乡村学校教育可从三方面着力:其一,围绕圆点,聚焦乡村人,促进乡土化与优质化融合发展;其二,找准支点,基于乡村情,实现现代化与特色化齐头并进;其三,做出亮点,铸造乡村魂,达成历史性与创新性相通互融。

Rural school education, rural poverty alleviation and rural revitalization are closely related: rural poverty alleviation lays a material foundation for rural school education development, Rural Revitalization provides policy guidance for rural school education development, and rural school education is an important means to achieve rural poverty alleviation and revitalization. Rural poverty alleviation lays a material base for the development of rural school education, rural revitalization provides policy guidance, and the rural school education is an important means to realize rural poverty alleviation and revitalization. Rural school education holds the functions of promoting rural poverty alleviation and revitalization and “cultivating people intellectually and cultivating culture humanly. Supported by the endogenous growth theory and the cultural ecosystem theory, it examines the difficulties the rural school education face in exerting the cultural functions and promoting rural poverty alleviation and revitalization, mainly including the subjective difficulties of lack of subjectivity in the core layer and insufficient effective support in the supporting layer, objective difficulties of complexification of educational objects and inadequate development force, intermediate difficulties of single educational structure and faded contents, and loop difficulties of the fetters of old system and the new environment being formed. Based on this, we may build a subjective system of subjectival undertaking plus accurate supply, a objective system of external force plus internal impetus, an intermediate system of hammering shape and soul plus discourses co-existing, a loop system of exploring practice plus innovating theory, so as to re-energize the rural school education and give full play to the cultural functions of the rural school education in promoting rural poverty alleviation and revitalization. Looking ahead, boosting rural poverty alleviation and revitalization can focus on three aspects: First, around the focus and rural people, we spur on the integrative development of localization and quality;second, targeting pillars and based on the rural conditions, realize the side-by-side advancement of modernization and characterization;third, foster highlights, build the rural soul, and achieve the integration of historicity and innovation.