摘要
本土化、回归乡土的培养方式已成为我国乡村师资补给的新机制。近年来,我国乡村教师本土化培养研究经历起步探索阶段、稳步发展阶段、拓展升华阶段。研究主要聚焦内涵阐释、价值意蕴、素质能力、“去本土化”原因、“去本土化”归因以及本土化培养策略,今后需从理论视角、成果视角和内容视角方面升华拓展,旨在为新时代我国乡村教师队伍内涵建设提供智力支持。
The training method of localization and returning to the rural areas has become a new mechanism for the supply of rural teachers in our country.In recent years,the research on the localization of rural teachers in our country has experienced the initial exploration stage,steady development stage,and expansion and sublimation stage.The research mainly focuses on connotation interpretation,value implication,quality capabilities,"de-localization"reasons,"de-localization"attribution,and localization training strategies.In the future,the research should be expanded from the perspectives of theory,achievement and content in order to provide intellectual support for the connotation construction of rural teachers in China in the new era.
作者
苏鹏举
王海福
SU Peng-ju;WANG Hai-fu(Humanities Education Department,Aksu Vocational and Technical College,Aksu,Xinjiang,843000;College of Educational Science,Kashgar University,Kashgar,Xinjiang,844000)
出处
《贵州师范学院学报》
2021年第2期60-68,共9页
Journal of Guizhou Education University
基金
全国民族教育科研课题一般项目“南疆少数民族地区双语教育有效实施路径研究”(ZXYB18003)
新疆维吾尔自治区普通高等学校教学改革研究项目“新疆中小学双语教师职前教育课程体系构建”(2017JG071)
阿克苏职业技术学院2020年度校级科研基金资助项目“新疆小学卓越型全科教师教育课程体系建构研究”(YK202010)。
关键词
乡村教师
回归乡土
本土化培养
研究综述
Rural Teachers
Returning to the Rural Area
Localization Training
Research Review