新疆民族地区乡村中小学教师核心素养的实证研究：结构、差异与本土化建构

An Empirical Study on the Core Competencies of Rural Primary and Secondary School Teachers in Ethnic Areas of Xinjiang: Structure, Variations, and Localized Construction

摘要: 教师核心素养是决定民族地区教育质量与均衡发展的关键内因。本研究以新疆五地州3919名乡村中小学教师为对象，采用问卷调查与深度访谈相结合的混合研究方法，系统探究其核心素养的结构样态、群体差异及影响因素。研究发现：教师核心素养总体处于中等偏上水平，但呈现“品性 > 能力 > 知识”的非均衡结构；地域性知识、跨文化沟通能力与教研创新能力构成素养体系的突出短板；性别、教龄、学科背景、编制身份与职称等级等因素对素养水平具有显著影响。基于上述发现，研究从“文化回应性教学知识体系”“跨文化协同实践共同体”“赋能型制度支持网络”三个层面，建构了适应新疆乡村教育情境的教师核心素养发展模型，为民族地区教师专业发展的理论深化与实践改进提供依据。

Abstract: Teachers’ core competencies are a key internal determinant of educational quality and balanced development in ethnic minority regions. This study employed a mixed-methods approach, combining a questionnaire survey with in-depth interviews, to systematically investigate the structural characteristics, group variations, and influencing factors of core competencies among 3919 rural primary and secondary school teachers across five prefectures in Xinjiang. The findings reveal that the overall level of teachers’ core competencies is above average, yet exhibits an imbalanced structure characterized by “character > ability > knowledge”. Localized knowledge, cross-cultural communication skills, and teaching-research innovation capacity constitute the most prominent weaknesses within the competency framework. Factors such as gender, teaching experience, academic background, employment status (in terms of being on the official staff roll), and professional title rank have significant impacts on the level of competencies. Based on these findings, the study constructs a developmental model of teachers’ core competencies tailored to the rural educational context of Xinjiang, encompassing three dimensions: a culturally responsive pedagogical knowledge system, cross-cultural collaborative practice communities, and an empowering institutional support network. This model provides a foundation for both theoretical advancement and practical improvement in teacher professional development in ethnic minority regions.