背景勾联:乡村教师公共性回复的方法取向

发布时间：2018-01-07 19:35

本文关键词：背景勾联:乡村教师公共性回复的方法取向　出处：《大学教育科学》2008年05期 　论文类型：期刊论文

【摘要】：乡村教师的公共性,其本质是知识分子的公共性。它是一种共享、联系与责任的性质,它与专业性是一个统一体,这是乡村教师发展的理论根基。目前的问题是,我们把乡村教师的专业性与公共性对立,一直重视其专业性而忽视其公共性,乡村教师被纳入一个丧失自我的片面强调其专业性的教育现代性发展模式,操作上出现了知识霸权与技术组织对乡村教师的支配。这样,乡村教师不仅失去了公共性、社会责任和经济效用,而且也失去了自我发展的根基。我们一直责难的"乡村教师素质低下"问题,可能是一个研究视角所导致的问题。如果我们在强调乡村教师专业性质的同时,重视从社会学、人类学等视角探讨乡村教师的公共性问题,那么,我们就会发现乡村教师对知识的传播、发现、创造和社会影响的新形式,从而也使乡村教师的内涵更加丰富,如此才能彰显乡村教师之于农村的重要意义,才能使乡村教师发展形式多姿多彩,完成社会理想,享受人生幸福。
[Abstract]:The public nature of rural teachers is the publicity of intellectuals. It is a kind of sharing, connection and responsibility, and it is a unity with specialty. This is the theoretical foundation of the development of rural teachers. At present, the problem is that we oppose the professionalism of rural teachers to the public, and always attach importance to their professionalism and ignore their publicity. Rural teachers are brought into a self-losing one-sided emphasis on their professional educational modernity development model, and the operation of knowledge hegemony and technology organizations dominate rural teachers. Rural teachers have lost not only publicity, social responsibility and economic utility, but also the foundation of self-development. If we emphasize the professional nature of rural teachers at the same time, we attach importance to the sociological, anthropological and other perspectives to explore the public nature of rural teachers, then. We will find that rural teachers spread knowledge, discover, create and social impact of new forms, so that the connotation of rural teachers more rich, so as to highlight the importance of rural teachers in rural areas. In order to make the development of rural teachers colorful, complete the social ideal, enjoy the happiness of life.
【作者单位】：湖南农业大学;
【基金】：全国教育科学“十一五”规划重点课题“乡村教师为主导的村落学习型组织研究”(DFA070175)
【分类号】：G451.1
【正文快照】： 在前面的的讨论中,大家均坚持一个观点,就是专业化对于教师发展来说的确是必须的,但单一的专业化由于是一种科学主义的产物,它容易使教师进入某种标准化的轨道,失去自我。所以教师的发展必须同时坚守教师的另外一个属性———公共性,即乡村教师与自己所处的社会经济环境具有

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