定向师范生乡村文化认同教育研究:回顾与反思

Research on Rural Cultural Identity Education of Designated Teacher Students:Review and Reflection

定向师范生乡村文化认同教育研究,对于落实新时代教师“下得去、留得住、教得好”这一关键目标有着重要的现实意义。通过对定向师范生乡村文化认同教育相关研究成果进行梳理发现,既有研究聚焦了定向师范生乡村文化认同教育的概念界定、价值探讨、困境梳理、实践路径等问题。研究仍明显存在定向师范生乡村文化认同教育内涵不够清晰、理论基础相对薄弱、系统性实践方案及实证研究缺乏等问题。未来研究应进一步明确定向师范生乡村文化认同教育的意涵,深化定向师范生乡村文化认同教育的理论基础,推进定向师范生乡村文化认同教育实践模式的研究,深化定向师范生乡村文化认同教育的实证研究。

The research on rural cultural identity education for designated teacher trainees has important practical significance for achieving the key goal of encouraging teachers to work willingly and well in rural schools in the new era.The existing researches related to rural cultural identity education for designated teacher students focus on the conceptual definition,value and dilemma discussion,and practical path of rural cultural identity education for designated teacher students.However,there are also obvious problems in its studies,such as the lack of clear connotation of rural cultural identity education for designated teacher students,the relatively weak theoretical foundation,and the lack of systematic practical programs and empirical research.The future researches are expected to clarify the connotations of rural cultural identity education for designated teacher students,further its theoretical basis,promote the study on its practice mode,and its empirical studies.