农村教师参与“国培计划”低效化的内在成因及其应对策略——地方性知识的视角

The Internal Causes and Countermeasures of Rural Teachers’ Low Efficiency Participation in the National Training Programme: A Lens of Local Knowledge

国培计划自实施以来在区县层面发挥的作用相对有限,农村教师参与国培计划的低效化现象频仍。从地方性知识视角切入,以农村教师为关照对象,透视此现象生发的内在成因。发现,农村教师与国培计划设计者之间互为“局外人”的身份标定、农村教师知识话语权旁落下的地方性知识“失声”、农村教师参与国培计划中的“客体化”地位等,共同导致了农村教师参与国培计划低效化的现实情状。由此,通过国培计划的设计者与农村教师在田野作业中以文化持有者的内部视界校验培训需求;建立区县“在地国家化”的教师培训体系,以汇集与整合国培计划的“普遍性知识”与农村教师的地方性知识;重申农村教师参与国培计划的主体性地位等方式提升农村教师参与国培计划的有效性。

Since its implementation, the National Training Programme(NTP) has played a relatively limited role at the district and county levels, and rural teachers’ inefficient participation in the NTP remains a frequent issue. From the local knowledge lens, this study focuses on rural teachers and reveals the internal causes of this phenomenon. The study finds that the ‘outsider’ identity between rural teachers and the NTP designers, the ‘loss of voice’ of local knowledge due to rural teachers’ weak knowledge discourse power, and the ‘objectified’ status of rural teachers in participating in the NTP, all lead to the reality of low efficiency of rural teachers’ participation in the NTP. Therefore, this study suggests that the NTP designers and rural teachers should both be engaged in verifying the training needs through the internal vision as cultural holders;To establish the ‘local-nationalized’ teacher training systems in districts and counties, to collect and integrate the ‘general knowledge’ of the NTP and the local knowledge of rural teachers;To reiterating the subjective status of rural teachers and improve their effectiveness in participation in the NTP.