双师课堂助力乡村教师专业发展的机遇、挑战和建议

Double-Teacher Classrooms: Opportunities, Challenges, and Recommendations for Rural Teachers’ Professional Development

摘要: 双师课堂是一种结合线上优秀教师直播授课与线下辅导教师现场指导的新型教育模式，旨在通过资源共享提升乡村教师专业发展。双师课堂的实施可以革新乡村教师的教育理念、精进学科知识、提升教学技能、融合信息技术、深化教学研究，但也面临着环境因素、活动因素、心理因素的挑战。本文基于教师能动性与专业身份认同理论视角，聚焦乡村教师在双师课堂中的身份重构与角色协商问题，提出以下建议：完善相关制度法规；学校方面提供大力支持；教师分清角色定位，明确职责分配；发掘资源优势，深化教研活动；情绪调节管理，自我价值认同。

Abstract: The dual-teacher classroom is an innovative educational model that combines live-streamed lessons from outstanding online instructors with on-site guidance from local facilitator teachers, aiming to promote rural teachers’ professional development through resource sharing. Its implementation can renew educational philosophies, deepen subject-matter knowledge, enhance pedagogical skills, integrate information technology, and strengthen classroom-based research. Yet it also faces environmental, activity-related, and psychological challenges. Drawing upon the theoretical perspectives of teacher agency and professional identity, this paper focuses on the identity reconstruction and role negotiation of rural teachers in dual-teacher classrooms. Accordingly, this paper proposes the following recommendations: improve relevant policies and regulations; secure strong support from school leadership; clarify role boundaries and responsibility allocations for teachers; leverage resource advantages to deepen teaching-research activities; and foster emotional self-regulation and professional self-identity.