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农村教师生存状态及理性思考 总被引：1，自引：0，他引：1
在逐步推进社会主义新农村建设、积极实施"三农政策"的时代背景下,农村教育口益得到重视,而作为农村教育支柱的农村教师更需引起关注.农村教师素质的提高对于农村教育质量的提高、义务教育的均衡发展、实现社会公平、和谐社会的构建等都具有极为重要的意义.因而,考察农村教师真实的生存状态,了解农村教师的经济地位、文化心理,使教育政策的制定更好地反映农村教师的愿望,激励农村教师的敬业精神,提升农村教师的精神价值,是当前迫切、必然的要求. 相似文献
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文化阻抗是制约农村教师文化发展的主要因素,主要表现在农村教师的教育理念落后、价值取向偏差、教师行为失范等方面.通过农村教师文化阻抗的归因分析,认识到制定有利于农村教师文化建设的教育政策、有利于教师发展的管理制度、营造学习型组织、改革中小学教师培训机制、提升农村教育教学评价能力,是消解文化阻抗的基本对策. 相似文献
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我国农村教师教育制度反思 总被引：3，自引：0，他引：3
教师教育是培养教师主战场,农村教师教育质量的好坏直接决定我国农村教师队伍和农村教育质量。农村教师教育制度的特殊性在于"农村性"。目前,我国农村教师教育制度存在"离农"倾向、缺乏灵活性、"育"与"训"分离等问题,因此,我国农村教师教育制度改革应坚持"农村"取向、建立开放的农村教师教育制度、强化免费师范生"务农"责任。 相似文献
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基础教育课程改革与农村教师教育 总被引：4，自引：0，他引：4
农村基础教育课程改革的成功,取决于农村教师队伍。在农村教师队伍中最突出的问题是人员结构、教师待遇、教学环境等客观因素,而农村教师教育是推进农村基础教育课程改革的关键。从推进农村基础教育课程改革的角度思考农村教师教育,必须理清一些问题:农村基础教育课程改革与扫盲、 "普九"问题,农村教育面向农村实际的问题,农村教育与农村教师教育问题。 相似文献
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农村义务教育学校布局调整要遵循农村教育规律和尊重广大农民群众意愿,确保农村尤其是山区农村孩子能就近"上好学",其中之一是不要再盲目撤并乡镇初中学校集中到县城来办。在"人口相对集中的村寨设置村小学或教学点,人口稀少、地处偏远、交通不便的地方应保留或设置教学点"。这也有利于农村教师树立为新农村建设服务的理念,并发挥为新农村建设服务的功能。农村教育综合改革要实现培养人与培养新型农民的统一,有赖于农村教师发展,发挥农村教师"一专多能"的主体性、自觉性与创造性。农村教师在传授科学文化知识的同时,要有意识地培养新型农民。农村教师是新农村建设的一种先进生产力,对新农村经济、政治、文化、社会等方面建设具有促进功能。 相似文献
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对作为农村教师主要来源的农村籍大学生来说,当下农村社会的教育环境使得教师的文化资本日益异化于教师而存在。文凭资本一方面难以转换为经济资本和社会身份资本;另一方面,受结构性的社会、教育环境因素影响,文凭资本难以与工作的意义和价值建立联系,这是影响教师补充困境的深层原因。只要农村教育与以知识、技能为最主要凝结物的文化资本的弱势地位得不到改变,农村教师在入职、工作状态上的不利局面就很难得以根治。 相似文献
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农村教师专业发展:中国教师教育研究新动向 总被引：6，自引：0，他引：6
中国目前有中小学教师1000多万人,其中80%多在县镇以下农村地区任教;广大农村教师支撑着中国教育的大半壁江山。直面这个十分重要而又独特的教师群体,近年来中国学界对农村教师教育及其专业发展问题逐日关注,呈现出一些值得透视的研究新动向,主要是:农村教师专业发展概念的提出与诠释;聚焦农村教师专业发展面临的问题与挑战,如农村地区"教师教育边缘化"问题;促进农村教师专业发展的对策与建议,旨在构建人民满意的农村教师队伍,提高农村教育质量。 相似文献
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城乡教师平等对话的可能性思考 总被引：6，自引：0，他引：6
城乡教师难以平等对话,在于农村教师发展面临两个问题症结:即不合格教师出不去和效用偏低。其原因主要是"吃皇粮"的用人制度使农村教师发展缺乏"退出机制",导致了农村教师新陈代谢速度缓慢;农村教师虽然身在农村却背离农村,使自身的特殊价值无法彰显;农村教师的"民教民型"发展形态,使自己一直远离教师专业化。学术标准的方法取向把城乡教师为这没有差别的存在,结果农村教师不得不"削足适履",长期处于追赶城市教师的艰苦旅程中。社会效用的方法取向寻求农村教师的特殊价值与公共责任,引发农村教师发展多样性及发展模式的深层次变革,使城乡教师平等对话具有可能。其途径是:必须深刻认识农村教师之于农村的特殊性,重视农村教师的公共性质和社会责任,建立有利于农村教师发展的特殊制度,实现农村教师与农村经济社会的联结。 相似文献
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The overarching goal of this paper is to bring a diverse educational context—rural sayings and oral traditions situated in ecological habitats—to light and emphasize that they need to be taken into consideration regarding twenty-first century science education. The rural sayings or tenets presented here are also considered alternative ways of learning and knowing that rural people (elders and children) acquire outside of school in rural places of home and habitat. Throughout this paper we explore the complex nature of rural sayings or tenets that have been shared by community elders and examine their historic scientific roots. In so doing, we uncover a wealth of information regarding the diverse rural sociocultural and ecological connections and the situated macro and micro-contexts from which these tenets arise. We argue for a preservation and educational revitalization of these tenets for current and future generations. We show how this knowledge both augments and differs from traditional western science and science curricula by illuminating the ways in which oral traditions are embedded in place, people, memory and culture. We close by presenting an alternative paradigm for science education that incorporates pluralism as a means to enrich current place-based pedagogies and practices. We suggest that in order to tackle the complex problems in this new age of the Anthropocene, revitalizing elders' wisdom as well as valuing rural children’s diverse knowledge and the inherent connectivity to their habitats needs be cultivated and not expunged by the current trends that standardize learning. As stated in the call for this special issue, “rurality has a real positionality” and much can be learned from individual and unique rural contexts. 相似文献
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Mara Casey Tieken 《Peabody Journal of Education》2017,92(3):385-404
This analysis recounts and examines the history of American public education, focusing on the experiences of poor urban and rural students of color. Using the lens of critical race theory, it suggests that educational inequity is not just raced and classed but also spatialized—that is, embedded in and maintained through geography. The mechanisms of this spatialization similarly disadvantage rural and urban schools serving poor children of color, and educational reforms have failed to dismantle the relationship between inequity and geography. Offering a clearer understanding of today's inequities, this analysis shows that these schools should be seen less as opposites than as allies with a shared interest in expanding educational opportunity across geographies. 相似文献
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李桂荣 《集美大学学报(教育科学版》2004,5(3):40-45,59
教育市场是市场经济条件下教育得以发展的土壤。教育市场的二元结构，尤其是农村教育市场的匮乏，已经成为农村教育发展、城乡教育均衡，乃至全面建设小康社会的障碍。为什么要加强农村教育市场建设，能否建设，如何建设，是我们面对农村教育市场建设时必须首先思考的问题。 相似文献
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Sheneka M. Williams 《Peabody Journal of Education》2013,88(1):127-138
School consolidation in rural districts has been ongoing since the 1800s. Although many district personnel tout economic inefficiency as a reason for consolidation to occur, micropolitics among school board members, parents, and the business community often drive the consolidation process. This article presents a qualitative case study of Webster Parish, which documents the formulation and implementation of school consolidation policy in a rural context. On a macrolevel, I examine the role of micropolitics among district personnel in making the decision to consolidate. I also investigate the role of parish stakeholders—generally the business community and parents—in implementing the plan. On a microlevel, I explore the underlying themes of poverty, race, and educational opportunity as Webster Parish develops and implements a school consolidation plan. I find in the case of Webster Parish that strained community relations and micropolitics among parish stakeholders impeded the progress of providing equal educational opportunity to the parish's students. Given that many cases of micropolitics and education reform focus on urban districts, I find that it is significant to examine the role of micropolitics in educational change (or lack thereof) taking place in segregated, rural districts. 相似文献
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Esther Prins Brendaly Drayton Ramazan Gungor Cathy Kassab 《The American journal of distance education》2013,27(4):217-235
Abstract Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions. 相似文献
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"城乡二元结构"的教育资源配置制度造成农村中学教育资源短缺和效率低下,影响着农村中学的教学质量。制度化地解决农村中学的教育资源配置问题,就应实现从"城乡二元结构"向"城乡一体化"的转变,而关键则在于制定和实施农村中学教育资源合理补偿政策,创新农村中学"城乡一体化"的教育资源利用效率的方法。 相似文献
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R. William Holland 《The Journal of environmental education》2013,44(1):38-42
Abstract Recent studies of ideologies of sustainable farmers and conventional farmers suggest that these two groups have differing beliefs, values, and attitudes on agriculture and rural life. Although awareness of these differing attitudes and values is an important step in moving toward educational programs and policies for a more sustainable agriculture, actual behavior may not be predictable from this knowledge. A mail survey of Iowa farmers with membership in Practical Farmers of Iowa, a sustainable agriculture organization, was used to examine the attitude—behavior relationship of these farmers and the role social influences play in this relationship. Attitude and social influence scales were developed, as well as a chemical input index that measures commitment to sustainable practices. The results indicate that, when controlling explanatory factors, the attitude—behavior relationship is moderate and the social influences examined do not facilitate this relationship. Implications for educational programs and policies of these findings are discussed. 相似文献
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Many studies have examined whether children’s gender influences their educational attainment. However, there are limited studies on both the impact of parents’ education on children’s education and the educational gender gap in rural China. This paper investigates the impact of parents’ education on their children’s education from a gender perspective in rural China using comprehensive rural household data. We find that the educational gender gap in rural China has been decreasing over the last several decades. Moreover, the educational gender gap decreases as parents’ education increases. Parents’ initial educational attainment plays an important role in narrowing the educational gender gap. 相似文献
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乡村小规模学校作为乡村长期存在的一种教育形态,是乡村教育的重要支撑,也是承接乡村文化的重要载体。确保乡村小规模学校的长足发展是奠定乡村教育“基石”、保障偏远地区孩子受教育的关键,能够有效地通过教育阻止代际贫困的传递。随着城市化、工业化的迅速发展与计划生育政策影响,乡村小规模学校不断增多,也暴露出诸多的现实问题,主要表现为校长领导力匮乏、师资队伍建设受限、政府公用经费投入不足、学校文化建设匮乏、受城市化办学导向误导严重,等等。针对这些问题,考虑到乡村小规模学校的内在优势条件,可以从以下几个维度入手促进小规模学校的长效发展：政府的宏观政策支撑——资源配置;高校的人才输入——对口帮扶;乡村社区资源支持——协同发展;乡村小规模学校的内在突破——特色发展。 相似文献