乡村教师课堂教学中乡土文化应用现状调查研究——以S镇为例

An Investigation into the Application of Local Culture in Classroom Instruction by Rural Teachers—A Case Study of S Town

摘要: 乡土文化的引入不仅有助于增强学生的文化认同感和学习兴趣，还能促进乡村教育的特色化发展。在乡村教师课堂教学中，尽管部分教师对乡土文化有一定的认知和兴趣，但在实际教学中，乡土文化的运用仍存在较大局限性，主要表现为教学资源不足、教师文化素养参差不齐、缺乏系统的培训机制以及学校层面的支持力度不够。此外，学生和家长对乡土文化教育的认知也存在一定的偏差，影响了乡土文化在课堂中的有效融入。因此，本文提出了加强教师乡土文化素养、完善教学资源建设、优化政策支持体系等对策建议，以期为提升乡村教育质量、推动乡土文化传承提供参考。

Abstract: The integration of local culture into rural education serves not only to enhance students’ cultural identity and stimulate their learning interest but also to foster the development of distinctive characteristics within rural schooling. Regarding classroom instruction by rural teachers, while some educators possess a foundational awareness and interest in local culture, its practical application remains significantly constrained. These limitations primarily manifest as insufficient instructional resources, uneven levels of teachers’ cultural literacy, a lack of systematic professional development mechanisms, and inadequate institutional support at the school level. Furthermore, cognitive biases held by students and parents regarding local culture education impede its effective incorporation into pedagogical practices. Consequently, this paper proposes targeted strategies to address these challenges, including strengthening teachers’ cultural literacy, refining the construction of instructional resources, and optimizing policy support systems. These recommendations aim to provide valuable insights for improving the quality of rural education and promoting the sustainable transmission of local culture.