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从“局外人”到“局内人”：共同体视角下乡村小学教师教研主体性重构的路径研究

From “Outsiders” to “Insiders”: A Study on the Pathways for Reconstructing the Subjectivity of Rural Primary School Teachers in Teaching Research from the Perspective of Community

王志成¹, 贺培成²

Progress in Social Sciences / 2026,8(7): 602-605 / 2026-07-10 17 12

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• Information:

  1. 怀化学院武陵山片区基础教育研究中心，怀化；
  2. 怀化市溆浦县水东镇桐木溪学校，怀化

• Keywords:
  Rural primary school teachers; Teaching research; Subjectivity; “Outsiders”; “Insiders”
  乡村小学教师; 教研; 主体性; “局外人”; “局内人”
• Abstract: The profound dilemma in the construction of teaching research culture in rural primary schools lies in the long-term suspension of teacher subjectivity. Adopting a community perspective, this study defines “outsiders” as teachers who lack identity recognition, discursive power, and a sense of belonging within the teaching research community, while “insiders” are defined as community members who possess equal rights to participation, authentic rights to expression, and validated sense of worth. By systematically examining the typical manifestations of rural primary school teachers as “outsiders” in teaching research, along with their institutional, cultural, and psychological roots, this paper proposes a triadic reconstruction pathway of “empowerment, enablement, and honor-conferral.” These three elements constitute a positive reinforcing loop, facilitating the transformation of Rural primary school teachers from marginalized “outsiders” into “insiders” with robust subjectivity. 乡村小学教研文化建设的深层困境在于教师主体性的长期悬置。从共同体视角出发，将“局外人”界定为在教研共同体中缺乏身份认同、话语权与归属感的教师角色，将“局内人”界定为拥有平等参与权、真实表达权与价值确认权的共同体成员。系统考察乡村小学教师作为教研“局外人”的典型表征及其制度、文化、心理根源，提出“赋权—赋能—赋誉”的三元重构路径。三者构成正向增强闭环，推动乡村小学教师从边缘性的“局外人”转化为拥有主体性的“局内人”。
• DOI: 10.35534/pss.0807104 (registering DOI)
• Cite: 王志成，贺培成．从“局外人”到“局内人”：共同体视角下乡村小学教师教研主体性重构的路径研究［J］．社会科学进展，2026，8（7）：602-605.