民族地区乡村教师实践共同体的意蕴、困境与建构思路

Community of Practice for Rural Teachers in Ethnic Areas:Its Implications,Predicaments and Construction

教师的质量很大程度上决定着教育的质量,为破解民族地区乡村教师专业发展面临的困境,需要在民族地区建立教师实践共同体。教师实践共同体对民族地区的教师专业发展具有重要意义,有助于新任教师形成专业身份认同,培养教师的跨文化能力,优化教师队伍建设。但是民族地区的教师实践共同体也面临诸多困境,主要有新任教师的被动同化,共同体内部成员缺乏深度学习;共同体中的文化与乡土文化存在脱离。民族地区的教师实践共同体建设需要从离身走向具身,培养教师的文化自觉;从区隔走向互动,鼓励教师的文化互动;从一元走向多元,支持教师实践共同体的发展。

The quality of teachers determines the quality of education to a great extent.In order to solve the problem of the professional development of rural teachers in ethnic areas,it is necessary to establish teacher practice communities in ethnic areas.The teacher practice community is of great significance to the professional development of teachers in ethnic areas,helping new teachers to form a professional identity,cultivating teachers cross-cultural competence,and optimizing the construction of the teaching force.However,teacher practice communities in ethnic areas also face many difficulties,mainly the passive assimilation of new teachers,the lack of deep learning among the members of the community,and the detachment of the community culture from the local culture.Based on the analysis of the above difficulties,three suggestions are put forward for the construction of the teacher practice community in ethnic areas:cultivating teachers cultural consciousness so as to change from detachment to embodiment,encouraging cultural interaction among teachers so as to change from separation to interaction,and supporting the development of teacher practice communities so as to change from monism to diversity.