乡村教师混合培训路径——基于第三空间理念

The Approach to the Hybrid Training of Rural Teachers——Based on the Philosophy of the Third Space

目前,乡村教师培训仍然较为低效,尤其是培训中教育理论与实践割裂以及城市化取向的问题严重。借助第三空间理念,在重构乡村教师培训认知范式的基础上,结合培训实际需求,提出并实证调查了以12种共同体方式为核心的融合高等学校教育理论、中小学实践和乡村文化的混合培训路径。研究发现,此跨界互动的乡村教师培训路径会减少乡村教师培训中理论和实践的脱节现象,加强基于实践的理论提升;增强培训的文化适应性;加强互动、针对性指导和持续性发展;将现代信息技术深度融入培训,使优质资源惠及更多乡村教师。这些发现对建设与高质量教育发展相协调的教师教育体系,促进城乡教师一体化发展,大力推进教育现代化,具有重要的理论价值和政策启示。

At present,rural teacher training is still ineffective;in particular,there are such serious problems as the disconnection between theory and practice,and the orientation to urbanization. This study,based on the philosophy of the third space,the reconstructed cognitive paradigm for rural teacher training,and the actual needs for rural teacher training,makes an empirical investigation into the approach to hybrid training,which focuses on 12 community approaches,and integrates educational theories from colleges and universities,the practice of primary and secondary schools,and rural culture. The findings are as follows:The approach to the cross-border interactive rural teacher training helps to reduce the disconnection between theory and practice in rural teacher training,and improve practice-based theories;enhance the cultural adaptability to training;strengthen interaction,targeted instruction,and sustainable development;and integrate modern information technology into training to make high-quality resources available to more rural teachers. These findings are of theoretical and policy-oriented importance to the development of the teacher education system coordinating with the high-quality development of education,the promotion of the integrated development of urban and rural teachers,and the improvement of educational modernization.