后脱贫时代乡村薄弱学校的教学困境与突围

The Teaching Dilemma and Breakthrough of Rural Weak Schools in the Post Poverty Alleviation Era

后脱贫时代乡村薄弱学校要发展,关键在于以教师、课堂和教研为中心的教学改革。调查发现,乡村薄弱学校仍存在乡村教师数量不足和乡土情感缺乏,教师课堂教学设计、实施和评价能力不足,教研制度不完善、区域教研指导薄弱等问题。乡村薄弱学校的教学突围,应坚持以教师为核心,改进乡村教师队伍的整体补给和乡村教师心理关爱,全面支持教师发展;应以课堂为重点,持续探索适合乡村课堂的教学实践范式,促进学校特色发展;应以教研为助力,完善教研制度并有效开展常态化教研,提升学校育人成效。

The key field for improving rural weak schools in the post alleviation poverty era is the teaching improvement centered on teachers,classroom and teaching research.It has been found that there are insufficient number of rural teachers who lack local feelings and have insufficient ability to design,implement and evaluate classroom teaching,and that teaching and research system are imperfect with weak guidance of regional teaching and research.So the breakthrough of weak rural schools in teaching should be adhering to taking teachers as the core to improve the overall supply and psychological care of rural teachers to fully support the development of teachers.The classroom should be the main focus to explore the teaching practice paradigm suitable for rural classroom continuously to promote the development of school characteristics.Teaching and research should be the assistance to improve the teaching and research system and effectively carry out normalized teaching and research to improve the effectiveness of school education.