摘要
乡村教师本土化培养是卓越乡村教师成长的关键。当前乡村教师本土化培养存在乡土人文浸润环境未能成型、知识类型结构有待优化、知识转化过程未获重视等问题。借鉴动态知识转化的SECI模型,乡村教师本土化培养应采取以下策略:构建乡土人文浸润环境,重视经验型知识资产的映射;建立深度交流沟通桥梁,推进概念型知识资产的获得;重视培养课程设置整体性,促进系统型知识资产的融合;认识乡村教育的复杂情境脉络,内化高层次惯例型知识资产。
The localization training of rural teachers is the key to the growth of excellent rural teachers.At present,there are some problems in the localization training of rural teachers,such as the lack of formation of the local humanistic immersion environment,the need to optimize the structure of knowledge types,and the lack of attention to the knowledge transformation process.Drawing on the SECI model of dynamic knowledge transformation,the following strategies should be adopted for the localization training of rural teachers:constructing a local humanistic immersion environment and attaching importance to the mapping of experiential knowledge assets;establishing in-depth communication bridges to promote the acquisition of conceptual knowledge assets;paying attention to cultivating the integrity of the curriculum and promoting the integration of systematic knowledge assets;understanding the complex context of rural education and internalizing high-level customary knowledge assets.
作者
乔晖
闫丽霞
QIAO Hui;YAN Lixia(School of Education,Yancheng Teachers University,Yancheng,Jiangsu 224002,China)
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2024年第4期93-97,共5页
Journal of Educational Science of Hunan Normal University
基金
国家社科基金教育学一般项目“浸润教育家精神的乡村教师教育课程一体化建设研究”[BRA240226]。
关键词
乡村教师
本土化
知识转化
知识资产
SECI模型
rural teachers
localization
knowledge transformation
intellectual assets
SECI model
