摘要
良好的教研文化能够导引和规范教师的个体行为、激发群体成员的教育智慧、增强群体凝聚力和向心力、推动教师专业发展由外部规约转向主体自觉,是学校高质量发展的内生动力。文章对1177位乡村教师进行了问卷调查,并对教研员、教研工作管理者和教师开展了半结构式访谈。结果发现,乡村学校具有相对良好的教研文化,且乡村学校教研文化在教师性别和学历层次方面存在显著差异。基于此,结合实际提出乡村学校教研文化建设的优化策略,即加强观念引领、健全制度保障和打造教研共同体。
A good teaching and research culture can guide and regulate the individual behavior of teachers,stimulate the educational wisdom of group members,enhance group cohesion and centripetal force,promote the professional development of teachers from external constraints to subjective consciousness,and is the endogenous driving force for the high-quality development of schools.The article conducted a questionnaire survey of 1177 rural teachers and conducted semi-structured interviews with teaching and research staff,teaching and research managers,and teachers.The results showed that rural schools have a relatively good teaching and research culture,and there are significant differences in the teaching and research culture of rural schools in terms of teacher gender and educational level.Based on this,combined with reality,optimization strategies for the construction of teaching and research culture in rural schools are proposed,namely strengthening ideological guidance,improving institutional guarantees,and building a teaching and research community.
作者
杨登伟
杨晓平
YANG Deng-Wei;YANG Xiao-Ping(Henan University,Research Centre of Fostering the Sense of Community for the Chinese Nation,Kaifeng 475000,China;Henan University,The Faculty of Education,Henan University,Kaifeng 475000,China;School of Teacher Education,Zunyi Normal University,Zunyi 563006,China)
出处
《合肥师范学院学报》
2024年第5期113-117,共5页
Journal of Zunyi Normal University
基金
河南省教育科学规划2022年度专项课题(教育资源保障专项)“人工智能时代中小学教研模式变革与路径创新研究”(2022ZZX002)的阶段性研究成果。
关键词
乡村学校
教研文化
互惠合作
rural schools
teaching and research culture
mutual benefit and cooperation
