从整体搭建到分类发展:城乡教师共同体区域推进策略转换
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摘要
我国城乡教师共同体建设在理论上形成了许多研究热点,实践中也探索出了许多模式,为整体搭建政策提供了支持,在一定程度上促进了城乡师资的均衡,但距推动城乡义务教育一体化深度发展还存在着较大差距。为此,需要从区域视角进行分类发展。为此,应在价值、路径、技术三个层面,在"融入城市化、就地城镇化、农村现代化"三个路径选择中,分地域类、实体类、虚拟类、学科类、管理类、混合类建构分类发展的制度框架;在明晰城乡教师共同体发展愿景的前提下,各利益相关主体可以通过制度供给主体、制度形式要件、制度环境、制度执行创新,进行点面结合、多元策略、模式移植与建构等多种方式的分阶段实施的推进实践。
The construction of the urban and rural teachers community results in many hot topics in theoretical research and plenty of practical models,rendering support to the policy for the holistic construction of the teachers community,and improving the balance between urban teachers and rural teachers,especially helping solve the problem of insufficient teachers in rural areas. However,there is still a large gap between the current construction of the urban and rural teachers community and the promotion of the integrated development of urban and rural compulsory education,due to the fact that the current construction of the urban and rural teachers community cannot solve such problems as the slow progress in the in-depth reform of the curriculum and teaching at rural schools,and lack of both deep learning and learning motivations(depending on the urban approaches)within the urban and rural teachers community. Therefore,it is necessary to promote the categorized development of the urban and rural teachers community on a regional basis,as can help tackle the problems of the policy for holistic construction,such as failure to take action according to local conditions,and lack of measures to practice the policy for holistic construction,and can let the urban and rural teachers community return to local practice. Also,it is a must to consider such dimensions as value,paths and technology,select such models as urbanization,townization and rural modernization,and establish a policy system of categorized development based on regions,entities,virtual reality,disciplines,management,and combination. Based on a clear prospect for the development of the urban and rural teachers community,the stakeholders can,through policy-makers,the formal elements of the system,the environment for the system,and the innovative implementation of the system,do stage-based practice by applying local experience in the entire area,adopting diversified strategies,and transplanting or constructing certain models.
The construction of the urban and rural teachers community results in many hot topics in theoretical research and plenty of practical models,rendering support to the policy for the holistic construction of the teachers community,and improving the balance between urban teachers and rural teachers,especially helping solve the problem of insufficient teachers in rural areas. However,there is still a large gap between the current construction of the urban and rural teachers community and the promotion of the integrated development of urban and rural compulsory education,due to the fact that the current construction of the urban and rural teachers community cannot solve such problems as the slow progress in the in-depth reform of the curriculum and teaching at rural schools,and lack of both deep learning and learning motivations(depending on the urban approaches)within the urban and rural teachers community. Therefore,it is necessary to promote the categorized development of the urban and rural teachers community on a regional basis,as can help tackle the problems of the policy for holistic construction,such as failure to take action according to local conditions,and lack of measures to practice the policy for holistic construction,and can let the urban and rural teachers community return to local practice. Also,it is a must to consider such dimensions as value,paths and technology,select such models as urbanization,townization and rural modernization,and establish a policy system of categorized development based on regions,entities,virtual reality,disciplines,management,and combination. Based on a clear prospect for the development of the urban and rural teachers community,the stakeholders can,through policy-makers,the formal elements of the system,the environment for the system,and the innovative implementation of the system,do stage-based practice by applying local experience in the entire area,adopting diversified strategies,and transplanting or constructing certain models.
引文
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[3]牛利华.教师专业共同体的实践焦虑与现实出路[J].外国教育研究,2013,(7).
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[5]Bruno,R. Domination or Sharing?Endogenous Development and the Transfer of Knowledge[M]. Paris:The UNESCO Press,1981. 65—73.
[7]吴国珍.为农村教师持续成长发育城乡统筹教师共同体[J].教师教育研究,2013,(1).
[8]斐迪南·滕尼斯.共同体与社会[M].北京:商务印书馆,1999. 48—76.
[9]安东尼·吉登斯.现代性与自我认同:现代晚期的自我与社会[M].北京:生活·读书·新知三联书店,1998. 17—21.
[10]赫尔曼·哈肯.协同学(大自然构成的奥秘)[M].上海:上海译文出版社,2013. 4.
[11]乡村教育既要“离土”又要“向土”[EB/OL]. http://theory.people.com.cn/n1/2019/0521/c40531-31094750.html.
[12]魏戈,陈向明.教师实践性知识研究的创生和发展[J].华东师范大学学报(教育科学版),2018,(6).
[13]吴秀圆.信息化促进教学点质量提升与师生发展研究:以共同体构建为焦点[D].武汉:华中师范大学,2018.
[14]钟启泉.关注教师实践知识的形成[J].中国教育学刊,2018,(8).
[15]金建生,王淑莲.发达国家中小学教师协同学习共同体实践特征探究[J].外国中小学教育,2017,(3).
[16]R.科斯,等.财产权利与制度变迁——产权学派与新制度学派译文集[M].上海:上海三联书店,上海人民出版社,1994.274.
[17]戴维·W·约翰逊,罗杰·T约翰逊.领导合作型学校[M].上海:上海教育出版社,2003. 52.
[18]范国睿.教育制度变革的当下史:1978—2018——基于国家视野的教育政策与法律文本分析[J].华东师范大学学报(教育科学版),2018,(5).
[19]浙江景宁:变撤为改办小而美学校[EB/OL]. http://k.sina.com.cn/article_1653603955_628ffe7302000cssw.html.
[2]杨贤江教育文集[M].北京:教育科学出版社,1982. 413.
[3]牛利华.教师专业共同体的实践焦虑与现实出路[J].外国教育研究,2013,(7).
[4][6]王淑莲,金建生.城乡教师协同学习共同体深度学习:问题、特点及运行策略[J].教育发展研究,2018,(8).
[5]Bruno,R. Domination or Sharing?Endogenous Development and the Transfer of Knowledge[M]. Paris:The UNESCO Press,1981. 65—73.
[7]吴国珍.为农村教师持续成长发育城乡统筹教师共同体[J].教师教育研究,2013,(1).
[8]斐迪南·滕尼斯.共同体与社会[M].北京:商务印书馆,1999. 48—76.
[9]安东尼·吉登斯.现代性与自我认同:现代晚期的自我与社会[M].北京:生活·读书·新知三联书店,1998. 17—21.
[10]赫尔曼·哈肯.协同学(大自然构成的奥秘)[M].上海:上海译文出版社,2013. 4.
[11]乡村教育既要“离土”又要“向土”[EB/OL]. http://theory.people.com.cn/n1/2019/0521/c40531-31094750.html.
[12]魏戈,陈向明.教师实践性知识研究的创生和发展[J].华东师范大学学报(教育科学版),2018,(6).
[13]吴秀圆.信息化促进教学点质量提升与师生发展研究:以共同体构建为焦点[D].武汉:华中师范大学,2018.
[14]钟启泉.关注教师实践知识的形成[J].中国教育学刊,2018,(8).
[15]金建生,王淑莲.发达国家中小学教师协同学习共同体实践特征探究[J].外国中小学教育,2017,(3).
[16]R.科斯,等.财产权利与制度变迁——产权学派与新制度学派译文集[M].上海:上海三联书店,上海人民出版社,1994.274.
[17]戴维·W·约翰逊,罗杰·T约翰逊.领导合作型学校[M].上海:上海教育出版社,2003. 52.
[18]范国睿.教育制度变革的当下史:1978—2018——基于国家视野的教育政策与法律文本分析[J].华东师范大学学报(教育科学版),2018,(5).
[19]浙江景宁:变撤为改办小而美学校[EB/OL]. http://k.sina.com.cn/article_1653603955_628ffe7302000cssw.html.
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