新课程教学改革中的乡村教师文化境遇

The Rural Teachers' Cultural Circumstance in the New Curriculum Teaching Reform: A Narrative Research

通过新课程教学改革中乡村教师文化境遇的叙事探究，发现乡村教师对新课程教学改革的认知态度和行动状况是有显着差异的，他们有的茫然失措，有的被动应付，有的则主动出击。乡村教师在新课程教学改革中陷入双重的文化困境：既要背负教学改革的重任勇往直前，又要面对自身的困惑和无助。教育主管部门和学校领导应多从文化层面解读乡村教师在新课程教学改革中的境遇，指明其在新课程教学改革中的文化路向，使其增强文化自觉，突围文化困境，最终为乡村学校新课程教学改革的成功寻觅曙光。

Through a narrative research on the rural teachers' cultural circumstances in the new curriculum teaching reform, the author found that there was significant difference in rural teachers' cognitive attitudes and action status. Some felt lost; some coped passively; and some responded actively. The rural teachers fell into cultural dilemma: they have to advance bravely, shouldering the heavy responsibility from the teaching reform; and meanwhile, they have to face their own confusion and helplessness. Education departments and school leaders should interpret rural teachers' circumstances in the new curriculum teaching reform from the cultural aspect, and figure out their cultural orientation in the reform, so as to enhance their cultural awareness, to help them break out of the dilemma and finally seek the way to make achievement in the reform.