课程改革与实践
Journal of Curriculum Reform and Practice
- Publisher:Eastern Sunshine Publishing House Limited
- ISSN Print:3080-8189(P)
- ISSN Online:3080-8197(O)
- Subject Category:Educational Sciences
- Publication Frequency:Monthly
- Submissions:1
- Views:269
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在地化理论下乡村乡土课程的价值与建设路径
Values and Construction Path of Rural Local Curriculum under Localization Theory
Published: 2026-09-29
Author: 王佳 :南宁师范大学教育科学学院 广西南宁; WANG Jia :School of Educational Science, Nanning Normal University, Nanning;
Chinese Abstract: 在乡村振兴与基础教育高质量发展的时代背景下，在地化理论为乡村学校乡土课程建设提供了全新范式。该理论源于对全球化同质化的反思，融合杜威“生活即教育”等思想，核心在于实现学校、学生与本土资源的深度联结，推动教育回归乡土本真。在地化视域下的乡村学校乡土课程，需立足本土自然禀赋与文化脉络，兼顾国家课程标准、文化传承与学生核心素养培育三重需求。其内涵价值体现为三方面：一是通过转化本土资源提升乡村教育育人质量，增强学生乡土认同；二是依托乡土场域护航学生终身发展能力，丰富其经验建构与认知提升；三是实现乡土文化的赓续与创新，筑牢乡村教育的文化根基。推进乡土课程建设，需坚守学生核心立场，深挖物质与非物质类乡土资源并转化为课程内容，赋能乡村教师激活实践活力，构建多元协同、过程导向的课程评价体系，最终突破城乡教育同质化困境，为乡村振兴注入教育动能。
Abstract: Against the context of rural revitalization and high-quality basic education, localization theory provides a new paradigm for rural local curriculum development.Responding to global educational homogenization and drawing on Dewey's "life-as-education" thought, it emphasizes deep integration of schools, students and local resources to restore rural educational authenticity.Rooted in local natural and cultural resources, rural curricula comply with national curriculum standards, inherit regional culture and foster students' core competencies. They enhance educational quality and students' local identity,support their lifelong development through rural situated learning, and sustain and innovate indigenous cultural heritage. Effective curriculum construction requires student-centered practice, the transformation of tangible and intangible local resources, teacher empowerment, and diversified process-based evaluation.This breaks urban-rural educational homogenization and empowers rural revitalization through high-quality rural education.
Chinese Keywords: 在地化理论；乡土课程；文化传承
Keywords: localization theory; native curriculum; cultural heritage