乡村学校教育促进乡村扶贫与振兴的文化功能省思
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摘要
乡村学校教育、乡村扶贫、乡村振兴三者之间休戚相关:乡村扶贫为乡村学校教育发展奠定物质基础,乡村振兴为乡村学校教育发展提供政策指引,而乡村学校教育则是实现乡村脱贫与振兴的重要手段。乡村学校教育具有促进乡村扶贫与振兴的文化功能。以内生增长理论和文化生态系统理论为支撑,省思乡村学校教育发挥文化功能,在促进乡村扶贫与振兴中所面临的困境,主要包括核心层主体性缺失及支持层有效扶持不足的主体困境,教育对象复杂化及发展动力不足的客体困境,教育结构单一及内容式微的介体困境,旧有机制羁绊及新的环境尚在生成的环体困境。基于此,可打造主体担当+精准供给的主体系统、共建外部推力+内生动力的客体系统、构建夯形铸魂+话语共生的介体系统、形成探索实践+创新理论的环体系统,进而发展乡村学校教育,充分发挥乡村学校教育促进乡村扶贫与振兴的文化功能。展望未来,助推乡村扶贫与振兴,乡村学校教育可从三方面着力:其一,围绕圆点,聚焦乡村人,促进乡土化与优质化融合发展;其二,找准支点,基于乡村情,实现现代化与特色化齐头并进;其三,做出亮点,铸造乡村魂,达成历史性与创新性相通互融。
Rural school education, rural poverty alleviation and rural revitalization are closely related: rural poverty alleviation lays a material foundation for rural school education development, Rural Revitalization provides policy guidance for rural school education development, and rural school education is an important means to achieve rural poverty alleviation and revitalization. Rural poverty alleviation lays a material base for the development of rural school education, rural revitalization provides policy guidance, and the rural school education is an important means to realize rural poverty alleviation and revitalization. Rural school education holds the functions of promoting rural poverty alleviation and revitalization and "cultivating people intellectually and cultivating culture humanly.Supported by the endogenous growth theory and the cultural ecosystem theory, it examines the difficulties the rural school education face in exerting the cultural functions and promoting rural poverty alleviation and revitalization,mainly including the subjective difficulties of lack of subjectivity in the core layer and insufficient effective support in the supporting layer, objective difficulties of complexification of educational objects and inadequate development force, intermediate difficulties of single educational structure and faded contents, and loop difficulties of the fetters of old system and the new environment being formed. Based on this, we may build a subjective system of subjectival undertaking plus accurate supply, a objective system of external force plus internal impetus, an intermediate system of hammering shape and soul plus discourses co-existing, a loop system of exploring practice plus innovating theory,so as to re-energize the rural school education and give full play to the cultural functions of the rural school education in promoting rural poverty alleviation and revitalization. Looking ahead, boosting rural poverty alleviation and revitalization can focus on three aspects: First, around the focus and rural people, we spur on the integrative development of localization and quality; second, targeting pillars and based on the rural conditions, realize the side-by-side advancement of modernization and characterization; third, foster highlights, build the rural soul, and achieve the integration of historicity and innovation.
Rural school education, rural poverty alleviation and rural revitalization are closely related: rural poverty alleviation lays a material foundation for rural school education development, Rural Revitalization provides policy guidance for rural school education development, and rural school education is an important means to achieve rural poverty alleviation and revitalization. Rural poverty alleviation lays a material base for the development of rural school education, rural revitalization provides policy guidance, and the rural school education is an important means to realize rural poverty alleviation and revitalization. Rural school education holds the functions of promoting rural poverty alleviation and revitalization and "cultivating people intellectually and cultivating culture humanly.Supported by the endogenous growth theory and the cultural ecosystem theory, it examines the difficulties the rural school education face in exerting the cultural functions and promoting rural poverty alleviation and revitalization,mainly including the subjective difficulties of lack of subjectivity in the core layer and insufficient effective support in the supporting layer, objective difficulties of complexification of educational objects and inadequate development force, intermediate difficulties of single educational structure and faded contents, and loop difficulties of the fetters of old system and the new environment being formed. Based on this, we may build a subjective system of subjectival undertaking plus accurate supply, a objective system of external force plus internal impetus, an intermediate system of hammering shape and soul plus discourses co-existing, a loop system of exploring practice plus innovating theory,so as to re-energize the rural school education and give full play to the cultural functions of the rural school education in promoting rural poverty alleviation and revitalization. Looking ahead, boosting rural poverty alleviation and revitalization can focus on three aspects: First, around the focus and rural people, we spur on the integrative development of localization and quality; second, targeting pillars and based on the rural conditions, realize the side-by-side advancement of modernization and characterization; third, foster highlights, build the rural soul, and achieve the integration of historicity and innovation.
引文
[1]习近平:把乡村振兴战略作为新时代“三农”工作总抓手[EB/OL].(2019-06-01)http://news.china.com.cn/2019-06/01/content_74844633.htm.
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[4]黎德扬,孙兆刚.论文化生态系统的演化[J].武汉理工大学学报(社会科学版),2003(2):97-101.
[5]陶行知.再论中国乡村教育之根本改革(节选)--在上海青年会的演讲[J].南风窗,2002(18):36.
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[17]万明钢.“文字上移”--渐行渐远的乡村教育[J].教育科学研究,2010(7):19-20.
[18]张更立.城乡一体化视域下农村学前教育集团化发展的实践困境与促进策略[J].湖南师范大学教育科学学报,2018(3):54-58.
[19]徐勇.“再识小农”与社会化小农的建构[J].华中师范大学学报(人文社会科学版),2006(3):2-8.
[20]熊春文.以理性复兴中国、以学校组织社会对梁漱溟乡村建设及乡村教育思想的社会学解读[J].社会,2007(3):26-43.
[21]孙诗锦.启蒙与重建:晏阳初乡村文化建设事业研究(1926-1937)[M].北京:商务印书馆,2012.
[22]申卫革.乡村教师文化自觉的缺失与建构[J].教育发展研究,2016(22):47-52.
[23]饶静,叶敬忠,郭静静.失去乡村的中国教育和失去教育的中国乡村--一个华北山区村落的个案观察[J].中国农业大学学报(社会科学版),2015(2):18-27.
[24]习近平:脱贫致富不能等靠要,既然党的政策好,就要努力向前跑[EB/OL].(2019-4-16)http://www.gov.cn/xinwen/2019-04/16/content_5383363.htm.
[25]“这件事我要以钉钉子精神反反复复地去抓”--记习近平总书记在重庆专题调研脱贫攻坚[EB/OL].(2019-04-19)http://v.china.com.cn/news/2019-04/19/content_74700055.htm.
[26]中华职业教育社,编.黄炎培教育文集:卷1[Z].北京:中国文史出版社,1994.
[27]李慧.乡村振兴,要塑形更要铸魂[N].光明日报,2018-06-27.
[28]陈沛照.乡村发展与学校教育的文化选择--以小茅坡营苗族村落为例[J].铜仁学院学报,2009(3):103-107.
[29]雅斯贝尔斯.什么是教育[M].邹进,译.北京:三联书店,1991.
[30]顾家宁.儒家经典政制中的政教关系--以黄宗羲之学校论为中心[J].政治思想史,2014(3):1-14.
[31]韩振峰.习近平总书记对理论创新和实践创新的新表述[EB/OL].(2019-04-10)http://theory.people.com.cn/n1/2017/0818/c83859-29478814.html.
[32]独龙族整族脱贫习近平:脱贫只是第一步,更好的日子还在后头[EB/OL].(2019-04-10)http://he.people.com.cn/n2/2019/0411/c192235-32833786.html.
[33]习近平总书记创新思想的三个“支撑点”[EB/OL].(2019-04-10)http://theory.people.com.cn/n1/2016/0409/c49150-28262845.html.
[2]Arrow K J.The economic implication of learning by doing[J],Review of Economic Studies,1962(3):155-173.
[3]包庆德,张秀芬.生态学基础:对生态学从传统向现代的推进--纪念E.P.奥德姆诞辰100周年[J].生态学报,2013(24):7623-7629.
[4]黎德扬,孙兆刚.论文化生态系统的演化[J].武汉理工大学学报(社会科学版),2003(2):97-101.
[5]陶行知.再论中国乡村教育之根本改革(节选)--在上海青年会的演讲[J].南风窗,2002(18):36.
[6]习近平要求乡村实现“五个振兴”[EB/OL].(2019-04-17)http://politics.people.com.cn/n1/2018/0716/c1001-30149097.html.
[7]全国教育大会[EB/OL].(2019-04-10)http://www.moe.gov.cn/jyb_xwfb/xw_zt/moe_357/jyzt_2018n/2018_zt18/.
[8]高小强.乡村教师阶层分化及其社会文化后果[J].中国教育学刊,2011(12):9-12.
[9]任仕君.论乡村教师与乡土伦理传承[J].教育研究与实验,2016(2):22-27.
[10]梁漱溟.我们的两大难处[M].梁漱溟全集2.济南:山东人民出版社,1992.
[11]《国家中长期教育改革和发展规划纲要(2010-2020年)》[EB/OL].(2019-04-10)http://www.moe.edu.cn/srcsite/A01/s7048/201007/t20100729_171904.html.
[12]梅自颖.寄宿与初中生心理健康的相关性研究--基于陕西省农村的调查数据分析[D].西安:陕西师范大学,2018.
[13]中共教育部党组关于脱贫攻坚专项巡视整改进展情况的通报[N].中国教育报,2019-05-21.
[14]刘铁芳.乡土的逃离与回归:乡村教育的人文重建[M].福州:福建教育出版社,2008.
[15]中共中央国务院关于打赢脱贫攻坚战三年行动的指导意见[EB/OL].(2019-04-11)http://www.cpad.gov.cn/art/2018/8/20/art_46_88282.html.
[16]薛晓阳.乡村教育与乡村建设的政策隔离及问题--以农村教育的文化责任和乡村义务为起点[J].清华大学教育研究,2018(2):52-59.
[17]万明钢.“文字上移”--渐行渐远的乡村教育[J].教育科学研究,2010(7):19-20.
[18]张更立.城乡一体化视域下农村学前教育集团化发展的实践困境与促进策略[J].湖南师范大学教育科学学报,2018(3):54-58.
[19]徐勇.“再识小农”与社会化小农的建构[J].华中师范大学学报(人文社会科学版),2006(3):2-8.
[20]熊春文.以理性复兴中国、以学校组织社会对梁漱溟乡村建设及乡村教育思想的社会学解读[J].社会,2007(3):26-43.
[21]孙诗锦.启蒙与重建:晏阳初乡村文化建设事业研究(1926-1937)[M].北京:商务印书馆,2012.
[22]申卫革.乡村教师文化自觉的缺失与建构[J].教育发展研究,2016(22):47-52.
[23]饶静,叶敬忠,郭静静.失去乡村的中国教育和失去教育的中国乡村--一个华北山区村落的个案观察[J].中国农业大学学报(社会科学版),2015(2):18-27.
[24]习近平:脱贫致富不能等靠要,既然党的政策好,就要努力向前跑[EB/OL].(2019-4-16)http://www.gov.cn/xinwen/2019-04/16/content_5383363.htm.
[25]“这件事我要以钉钉子精神反反复复地去抓”--记习近平总书记在重庆专题调研脱贫攻坚[EB/OL].(2019-04-19)http://v.china.com.cn/news/2019-04/19/content_74700055.htm.
[26]中华职业教育社,编.黄炎培教育文集:卷1[Z].北京:中国文史出版社,1994.
[27]李慧.乡村振兴,要塑形更要铸魂[N].光明日报,2018-06-27.
[28]陈沛照.乡村发展与学校教育的文化选择--以小茅坡营苗族村落为例[J].铜仁学院学报,2009(3):103-107.
[29]雅斯贝尔斯.什么是教育[M].邹进,译.北京:三联书店,1991.
[30]顾家宁.儒家经典政制中的政教关系--以黄宗羲之学校论为中心[J].政治思想史,2014(3):1-14.
[31]韩振峰.习近平总书记对理论创新和实践创新的新表述[EB/OL].(2019-04-10)http://theory.people.com.cn/n1/2017/0818/c83859-29478814.html.
[32]独龙族整族脱贫习近平:脱贫只是第一步,更好的日子还在后头[EB/OL].(2019-04-10)http://he.people.com.cn/n2/2019/0411/c192235-32833786.html.
[33]习近平总书记创新思想的三个“支撑点”[EB/OL].(2019-04-10)http://theory.people.com.cn/n1/2016/0409/c49150-28262845.html.