摘要 知识传递者的角色定位为我国乡村教师专业技能的提升、乡村学生的知识学习及乡村社会的进步与发展提供了保障。但这一角色定位也存有淡化乡村教师“乡土色彩”,对乡村学生既有文化身份及其教学价值体认不足,其作为乡村场域中的知识分子身份地位日渐式微等问题。乡村教师从“知识传递者”走向“文化建设者”,使其增强对乡土文化的感知理解及与学科知识的有机融合,培养乡村学生的文化主体意识和文化认同感,发挥作为乡村知识精英在乡村文化建设中的引领作用,是实现乡村文化振兴的现实需要。 The role of knowledge transmitter provides a guarantee for the improvement of rural teachers’professional skills,rural students’knowledge learning and the development of rural society in China.However,there exist some problems in the kind of role definition,such as diluting rural teachers’local color,ignoring rural students’existing cultural identity as well as its teaching values,and their declining status as the intellectual in the rural field.Facing the realistic needs of rural culture revitalization,it is required that rural teachers act more like cultural constructors than knowledge transmitters.Specifically,in order to achieve the great goal,it is necessary to deepen rural teachers’understanding of local culture and the integration of curriculum knowledge,to cultivate rural students’subject consciousness and cultural identity,and to encourage rural teachers to play well the leading role of rural intellectual elites in rural cultural construction.
机构地区 宝鸡文理学院外国语学院 新疆师范大学教育科学学院
出处 《当代教育科学》 北大核心 2021年第4期88-95,共8页 Contemporary Education Sciences
分类号 G63 [文化科学—教育学]
