Journal of East China Normal University(Educational Sciences) >
Return and Response: The Future Trend of China’s Rural Education Construction from the Perspective of Rural Revitalization Strategy
Accepted date: 2022-08-29
Online published: 2022-12-03
Rural education has its own unique value attribution, spiritual connotation, discourse system and practice methods. To realize the characteristic development of rural education, it is necessary to preserve its unique cultural connotation. However, the development of rural education has lost its culture essence, which is mainly manifested in the value decline of local culture, the division of nature and social attributes, and the dependent development mechanisms. In response to this, it is necessary to consider providing rural teenagers with education that are compatible with their cultural model of “Cultural Responsive Education”. This educational concept highlights the unique connotation of rural culture, and emphasizes “locality” of education concept, curriculum, teaching methods, teacher training and evaluation mode. It promotes the characteristic development of rural education at three levels, including reconstructing confidence of rural education’s cultural identity, unifying rural education’s cultural crack, cultivating rural education’s open cultural mind. Implementing cultural responsive education includes the purpose of education responding to the characteristics of regional culture, the contents of education emphasizing the integration of urban and rural culture, the teaching methods taking advantages of rural areas’ characteristics.Besides, experts conceive the concept of adaptive evaluation system, and teachers strengthen their cultural understanding and reflection consciousness.
Xiaojie Quan , Qiyong Cai , Jiyue Xie . Return and Response: The Future Trend of China’s Rural Education Construction from the Perspective of Rural Revitalization Strategy[J]. Journal of East China Normal University(Educational Sciences), 2022 , 40(12) : 63 -72 . DOI: 10.16382/j.cnki.1000-5560.2022.12.006
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中国人文社会科学核心期刊