【作 者】：
付苏豪， 王晶莹， 白荐楠， 李玉顺
【关 键 词 】：
乡村教师； 网络研修； 教师专业发展； 乡村教育； 教育数字化
【栏 目】：
学科建设与教师发展
【中文摘要】：
乡村教师的现代性专业发展是高质量乡村教育与教育强国建设的重要组成部分，网络研修为数字时代乡村教师群体能力提升与专业发展提供了新的机遇。然而网络研修实践过程亦面临参与意愿缺位与获得感匮乏的尴尬境地。研究借助推拉理论视角并采用质性研究方法，对中西部五省县域的15名乡村教师进行深度访谈，考察乡村教师网络研修参与的复杂影响因素与深层内在机制，发现乡村教师的网络研修参与受到课程教学改革、线上参与优势、内容适切有用、社群文化影响、考核奖励体系五个推力因素吸引，额外教研需求薄弱、教学任务繁重、平台功能缺陷三个拉力因素排斥，以及教师发展动力、技术适应性两个中间障碍与个人因素影响。为进一步促进乡村教师网络研修工程的迭代优化与高质量乡村教育体系的建设，必须坚持应用为王，加强乡村数字生态建设；实施主体驱动，激发乡村教师发展动力；进行乡土重塑，创生县域本土教研文化。
【英文摘要】：
The modern professional development of rural teachers is an important part of high-quality rural education and the construction of a strong education country. Online training provides a new opportunity for rural teachers to enhance their ability and professional development in the digital age. However, the practice of online training also faces the awkward situation of lack of willingness to participate and lack of sense of gain. With the help of push and pull theory and qualitative research methods, the study conducted in-depth interviews with 15 rural teachers from counties in five provinces in central and western China to investigate the complex influencing factors and deep internal mechanisms of rural teachers' participation in online training. It is found that rural teachers' participation in online training is attracted by five push factors (curriculum and teaching reform, online participation advantage, relevant and useful content, community culture influence, and evaluation and reward system), repelled by three pull factors (weak demand for extra teaching and research , heavy teaching tasks, and platform functional deficiencies), and influenced by two intermediate obstacles and personal factors (teachers' development motivation and technical adaptability). In order to further promote the iterative optimization of rural teachers' online training project and the construction of high-quality rural education system, it is necessary to adhere to an application-oriented approach to strengthen the construction of rural digital ecology, to implement stakeholder-driven mechanisms to stimulate the motivation of rural teachers, and to advance rural revitalization to create the localized teaching and research culture in the county.