本文選題：后現(xiàn)代知識(shí)范式　切入點(diǎn)：農(nóng)村教師　出處：《教育理論與實(shí)踐》2017年13期 　論文類(lèi)型：期刊論文

【摘要】：農(nóng)村教師在鄉(xiāng)村基礎(chǔ)教育改革中扮演著關(guān)鍵的角色。受后現(xiàn)代主義思想的影響,農(nóng)村教師面臨著知識(shí)規(guī)范樣式的漸變、知識(shí)主體角色的演變和知識(shí)評(píng)價(jià)模式的嬗變等挑戰(zhàn),使農(nóng)村教師陷入有別于城市教師關(guān)于知識(shí)的社會(huì)背景、文化系統(tǒng)和話(huà)語(yǔ)實(shí)踐等困境。農(nóng)村教師應(yīng)以農(nóng)村社區(qū)為基點(diǎn),以發(fā)展城鄉(xiāng)教師共同體為路徑,以地方性知識(shí)為支撐,以自我更新為方法,實(shí)現(xiàn)自身的專(zhuān)業(yè)發(fā)展。
[Abstract]:Rural teachers play a key role in the reform of rural basic education. Under the influence of postmodernism, rural teachers are faced with challenges such as the gradual change of knowledge norm style, the evolution of knowledge subject role and the evolution of knowledge evaluation mode. It makes rural teachers fall into a dilemma different from urban teachers' social background, cultural system and discourse practice. Rural teachers should base on rural communities, take the development of urban and rural teachers' community as the path, and take local knowledge as the support. Take self-renewal as the method, realize own professional development.
【作者單位】： 湖北大學(xué)教育學(xué)院;
【分類(lèi)號(hào)】：G635.1
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本文編號(hào)：1567504