發(fā)布時(shí)間：2018-08-03 14:13

【摘要】：教學(xué)文化是影響基礎(chǔ)教育新課程在農(nóng)村實(shí)施的重要因素之一。在我國新農(nóng)村建設(shè)的大背景下,農(nóng)村學(xué)校、農(nóng)村教師都要在我國城鄉(xiāng)經(jīng)濟(jì)文化建設(shè)一體化的政治、經(jīng)濟(jì)、文化方針政策下調(diào)整現(xiàn)有農(nóng)村教學(xué)文化,以培養(yǎng)新型農(nóng)民為教育最終目的。為此,農(nóng)村學(xué)校和農(nóng)村教師要在現(xiàn)有農(nóng)村教學(xué)文化的基礎(chǔ)上對(duì)傳統(tǒng)教學(xué)文化進(jìn)行批判式的繼承,對(duì)現(xiàn)代教學(xué)文化進(jìn)行借鑒式的的吸收,在對(duì)二者融合的基礎(chǔ)上重塑鄉(xiāng)村新教學(xué)文化,使得農(nóng)村學(xué)校建設(shè)具有特色的地方學(xué)校教學(xué)文化,農(nóng)村教師具備自我教學(xué)文化生成能力,農(nóng)村學(xué)生在新教學(xué)文化的環(huán)境下減少對(duì)城市文化的隔膜,增強(qiáng)對(duì)本土文化的熱愛。 基于上述研究背景,開展了對(duì)農(nóng)村教師的訪談研究。在整理國內(nèi)外教學(xué)文化研究的基礎(chǔ)上,制定了影響農(nóng)村教師教學(xué)文化現(xiàn)狀形成的維度框架。并通過對(duì)農(nóng)村不同類型中學(xué)(普高、職高、民辦)教師的訪談為對(duì)農(nóng)村教學(xué)文化的現(xiàn)狀分析提供真實(shí)依據(jù)。在此基礎(chǔ)上,通過教學(xué)文化的歷史文獻(xiàn)整理和分析,得出今后農(nóng)村教學(xué)文化發(fā)展的歷史走向趨勢(shì)。在以上兩者的結(jié)合下,提出新農(nóng)村背景下農(nóng)村教學(xué)文化建設(shè)的背景,同時(shí)依據(jù)馬斯洛心理學(xué)對(duì)新農(nóng)村教學(xué)文化進(jìn)行歸類,并具體從禮儀教學(xué)文化,養(yǎng)老教學(xué)文化等八個(gè)方面對(duì)農(nóng)村新教學(xué)文化進(jìn)行理論探索,為農(nóng)村學(xué)校校本課程的制定,農(nóng)村教師新教學(xué)文化的重塑提供合理的理論框架。
[Abstract]:Teaching culture is one of the important factors that affect the implementation of the new curriculum in rural areas. Under the background of the new rural construction in our country, rural schools and rural teachers should adjust the existing rural teaching culture under the integrated political, economic and cultural policies of economic and cultural construction between urban and rural areas. The ultimate aim of education is to train new farmers. Therefore, the rural schools and teachers should inherit the traditional teaching culture critically and absorb the modern teaching culture on the basis of the existing rural teaching culture. On the basis of the fusion of the two, the new teaching culture in rural areas is remoulded so that rural schools can build local school teaching culture with their own characteristics, and teachers in rural areas will have the ability to generate self-teaching culture. Rural students in the new teaching culture environment to reduce the gap between urban culture and strengthen the love of local culture. Based on the above research background, the interview of rural teachers is carried out. Based on the research of teaching culture at home and abroad, the dimensional framework of influencing the present situation of rural teachers' teaching culture is established. And through the interview of teachers of different types of middle schools (high school, vocational high school, private high school), this paper provides a real basis for the analysis of the present situation of rural teaching culture. On this basis, the historical trend of the development of teaching culture in rural areas is obtained through the collation and analysis of historical documents of teaching culture. Under the combination of the above two, this paper puts forward the background of the rural teaching culture construction under the new rural background, and classifies the new rural teaching culture according to Maslow psychology, and concretely from the etiquette teaching culture, In order to provide a reasonable theoretical framework for the formulation of school-based curriculum in rural schools and the reconstruction of new teaching culture of rural teachers, this paper explores the new teaching culture in rural areas from eight aspects, such as old-age teaching culture.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G632.0

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本文編號(hào)：2161998