民族地区乡村教师发展的文化困境与突破

The Cultural Dilemma and Breakthrough of the Development of Rural Teachers in Ethnic Areas

民族地区乡村教师身处“民族地区”和“乡村地区”双重文化场域中,其发展与民族地区独特的乡村文化密切关联。基于个体文化认知视角审思民族地区乡村教师的文化属性,可以发现文化适应能力、文化感应能力和文化回应能力是其发展的关键文化素养。相关调查研究与分析表明,民族地区乡村教师的本土文化适应能力薄弱,多元文化感应能力不足,文化回应职能落实困难。要促进民族地区乡村教师发展,突破文化困境是关键。应从教师自身发展、制度建设和外部环境营造等方面入手,提升教师的文化适应能力、文化感应能力和文化回应能力,变“被动”文化适应为“文化自觉”,从而实现民族地区乡村教师的专业发展。

Rural teachers in ethnic minority areas are in the dual cultural field of“ethnic areas”and“rural areas”.Their development is closely related to the unique rural culture of ethnic minority areas.Based on the perspective of individual cultural cognition,this paper examines the cultural attributes of rural teachers in ethnic minority areas,and holds that cultural adaptability,cultural telepathy and cultural response are the key cultural literacy for their development.Relevant research and analysis show that the cultural adaptability of rural teachers is weak,multicultural telepathy ability of rural teachers is inadequate,and the cultural response function of rural teachers is difficult.To promote the development of rural teachers in ethnic areas,the key is to break through the cultural dilemma.Starting from the aspects of teachers themselves,system construction and external environment construction,we will improve teachers'cultural adaptability,cultural telepathy ability and cultural response ability,and change from“passive”cultural adaptation to“cultural consciousness”,so as to realize the professional development of rural teachers in ethnic minority areas.