CAJ | 학술논문

在城乡教育一体化进程中，乡村学校作为文化发展的主体，其领导层应该树立全角建设理念，传输正能量，用足政策优势，从方向上提高适应性；教师要厘清迎合与突破关系，理性流动与坚守选择，转变工作重心，从关键点上提高适应性；引导学生审慎离农与认同本土，彰显主体与消解被动，重塑目标与开拓视野，从实效性上提高适应性；建立完善的领导机制，构建科学的培训机制，健全合理的引导机制，从运行机制上提高适应性。
재성향교육일체화진정중，향촌학교작위문화발전적주체，기령도층응해수립전각건설이념，전수정능량，용족정책우세，종방향상제고괄응성；교사요전청영합여돌파관계，이성류동여견수선택，전변공작중심，종관건점상제고괄응성；인도학생심신리농여인동본토，창현주체여소해피동，중소목표여개탁시야，종실효성상제고괄응성；건립완선적령도궤제，구건과학적배훈궤제，건전합리적인도궤제，종운행궤제상제고괄응성。
Rural schools are the main body of culture development in the process of integration of urban and rural education . School leaders should establish multi-dementional perspective , make positive energy transmission , and make full use the policy advantage to improve adaptability in the general direction . The teachers should clarify the relationship between the catering to and breakthrough , take rational flow and stick to the choices , and reset the main emphasis of work , to improve adaptability from the key points . Students should be guided to leave the rural prudently and improve local identity , reveal the subject and eliminate the passive , and reshape the goal and widen the sight to improve adaptability from the actual effect . Some Leadership mechanism should be established in order to build a scientific mechanism of training , and improve the mechanism of reasonable guide , improve adaptability from the operating mechanism .