学习型乡村建设:内涵特征、现实困境与优化路径——基于社会学习理论视角的考察被引量：4

Learning-Oriented Rural Development: Characteristics, Challenges, and Optimization Paths- An Investigation from the Perspective of Social Learning Theory

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摘要近年来,随着乡村振兴战略的实施、现代信息技术的发展和社会学习体系的构建,学习型乡村建设迎来了全新的发展契机,但同时也面临理论研究滞后的问题。基于此现实背景,研究以社会学习理论为研究视角,尝试总结提炼学习型乡村建设的内涵特征、梳理现实困境,并探索切实可行的优化路径。研究发现,学习型乡村建设的本质内涵体现为学习主体维度的全民学习、学习空间维度的全域学习、学习方式维度的社会学习,具有坚持以人为本导向、激发自主学习动力、强化教育技术引领、整合优化教育资源、促进知识素养提升的优势特征。然而,不容忽视的是,当前学习型乡村建设也面临着学习理念定位滞后、学习内生动力不强、学习制度不够完善、学习资源供给不足和学习氛围不够浓厚的现实困境。未来,可以从树立社会学习理念、满足村民学习需求、完善学习教育制度、强化学习资源供给以及营造乡村学习环境等方面,促进学习型乡村高质量建设,进而助力乡村振兴宏伟目标的实现。 In recent years,with the implementation of the rural revitalization strategy,the advancement of modern information technology,and the development of social learning systems,the construction of learning-oriented rural areas has gained new momentum.However,theoretical research in this field remains underdeveloped.This study,adopting the framework of social learning theory,aims to define the characteristics of learning-oriented rural development,identify key challenges,and propose practical optimization strategies.The findings indicate that learning-oriented rural development is characterized by universal learning for all citizens,an inclusive learning space,and social learning methods.It promotes a human-centered approach,stimulates self-directed learning,enhances the role of educational technology,optimizes resource allocation,and improves knowledge literacy.However,challenges remain,including outdated learning concepts,weak intrinsic motivation,an underdeveloped learning system,insufficient learning resources,and a lack of a strong learning culture.To achieve high-quality development in learning-oriented rural areas,future efforts should focus on establishing social learning concepts,meeting villager’educational needs,improving the educational system,strengthening resource supply,and fostering a supportive rural learning environment.These efforts will contribute to the broader goal of rural revitalization.

作者沈费伟吴乐珍袁梅黄刚 Shen Feiwei;Wu Lezhen;Yuan Mei;Huang Gang(Department of Educational Information Technology,Hangzhou Normal University,Hangzhou Zhejiang 311121;Research Institute for Future Village Development and Governance,Zhejiang Open University,Hangzhou Zhejiang 310012;School of Material Science and Engineering,Yancheng Institute of Technology,Yancheng Jiangsu 224051;School of Politics and Public Administration,Suzhou University,Suzhou Jiangsu 215021)