摘要
乡村小规模学校的发展困境,普遍被归因于长期的“仿城化”与“离地化”办学取向,而在全面实施学校美育浸润行动的背景下,在地化美育成为其内涵式发展的一种可能路径。本研究采用扎根理论的三级编码方法,对典型个案D校的美育变革历程进行了深度梳理与分析。研究发现,在地化美育通过对学生、教师及学校三个层面的主体性赋权,在扭转学校生存困境的同时,修复了学校与乡村社区的共生关系。从深层来看,这一变革的内在机制遵循一个双重逻辑:在现实层面,“在地化”为美育在乡村的落地生根创造了实践可能;而在更深的学理层面,在地化美育通过价值重构的方式去发掘并激活一度被遮蔽的“乡村审美资本”。
The developmental challenges of small rural schools are widely attributed to their long-standing urban-oriented and de-localized approaches to education.Within the context of the nationwide“Aesthetic Education Immersion Action,”place-based aesthetic education has emerged as a viable pathway for quality-oriented development.Employing a grounded theory framework with three-stage coding,this study systematically traces and analyzes the aesthetic education reform process at a representative case,School D.The findings indicate that place-based aesthetic education,by fostering agency among students,teachers,and the school as a whole,not only alleviated the school’s survival crisis but also revitalized its symbiotic relationship with the rural community.At a deeper level,the transformation operates through a dual logic:pragmatically,localization strategies create the conditions for aesthetic education to take root in rural settings;theoretically,their fundamental value lies in catalyzing a revaluation of the long-overlooked and marginalized“rural aesthetic capital”.
作者
温建兴
易晓明
WEN Jian-xing;YI Xiao-ming(Institute of Moral Education,Nanjing Normal University,Nanjing,Jiangsu,210097,China;School of Educational Science,Nanjing Normal University,Nanjing,Jiangsu,210097,China)
出处
《基础教育》
北大核心
2025年第4期64-73,112,共11页
Journal of Schooling Studies
基金
2023年度全国教育科学规划课题“新时代高校美育的中国理论建构”(项目编号:BLA230245)
江苏省学校美育科学规划课题一般项目“乡村幼儿园美育素养的‘在地化’生成路径研究”(项目编号:20240226)。
关键词
乡村小规模学校
乡村美育
在地化美育
扎根理论
rural small-scale schools
rural aesthetic education
place-based aesthetic education
grounded theory
