本文選題：教師文化 + 教師協(xié)作文化��； 參考：《教學(xué)與管理》2017年01期

【摘要】：農(nóng)村教師自身素養(yǎng)難以得到有效提高是制約農(nóng)村教育發(fā)展的主要瓶頸,而促進(jìn)教師自身成長(zhǎng)的主要方式得益于教師彼此間的相互支持與協(xié)作。農(nóng)村教師是社會(huì)發(fā)展以及教育領(lǐng)域亟待關(guān)注的一個(gè)群體,傳統(tǒng)意義上的教師文化強(qiáng)調(diào)的是一種技術(shù)理性取向的價(jià)值理念,忽視了教師主體間對(duì)話共生的相互協(xié)作。從解釋學(xué)視角來考慮農(nóng)村教師協(xié)作文化的生成,可通過重建多樣化的專業(yè)發(fā)展基礎(chǔ)、加強(qiáng)農(nóng)村教師個(gè)人協(xié)作意識(shí)、完善教師協(xié)作組織形式、建立健全教師協(xié)作制度等措施,促進(jìn)農(nóng)村教師彼此之間的對(duì)話、交流、理解與合作,以達(dá)到提高教師教育質(zhì)量的最終目的,辦人民滿意的教育。
[Abstract]:The difficulty of improving rural teachers' self-accomplishment is the main bottleneck restricting the development of rural education, and the main way to promote teachers' growth is the mutual support and cooperation among teachers. Rural teachers are a group that should be paid close attention to in the field of social development and education. Traditional teacher culture emphasizes a kind of value idea of technical rational orientation and neglects the symbiotic cooperation between teachers' subjects. From the perspective of hermeneutics, we can consider the formation of rural teachers' cooperation culture. We can rebuild the diversified foundation of professional development, strengthen the rural teachers' personal cooperation consciousness, perfect the form of teachers' cooperation organization, and establish and perfect the teacher cooperation system, etc. To promote the dialogue, exchange, understanding and cooperation among rural teachers in order to achieve the ultimate goal of improving the quality of teachers' education, and to run a satisfactory education for the people.
【作者單位】： 焦作師范高等�？茖W(xué)校;
【基金】：河南省科技廳人文社會(huì)科學(xué)研究項(xiàng)目“城鄉(xiāng)教育失衡的文化視角、解讀、歸因及對(duì)策”(2017-ZZJH-347)的研究成果
【分類號(hào)】：G451
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本文編號(hào)：1877894