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中文摘要：
当前,文化知识型的到来敦促人们将目光投向生活中的知识,乡土知识就是其中之一。乡土知识是在特定的农耕文化背景下,由当地人民经过长期的生产、生活积淀而成的智慧总和,是一种非正式的、局部合法的知识。乡土知识具有独特的教育价值,可以促进儿童＂文化之根＂的归属认同,促使教师深度体认文化、理解课程,规约与教化村民,建立一个尊重乡土知识的文化氛围。乡村教师具有公共知识分子的重要身份,理应承担乡土知识守护者、践履者、传播者、革新者的角色,并从立法、立心、力行三个维度提出建议。
英文摘要：
At present, the arrival of cultural knowledge urges people to pay attention to knowledge in life, especial- ly indigenous knowledge, which is the accumulation of the local people＇ s wisdom by working and living for a long time in the context of farming culture and which is also informal and locally legal knowledge. Indigenous knowl- edge has unique educational value, which promotes children＇ s belonging sense of ＂the root of culture＂, and en- ables teachers to establish a cultural atmosphere of respecting indigenous knowledge by having a deep understand- ing of culture and curriculum, and cultivating and edifying the villagers. As public intellectuals, rural teachers should undertake the roles of defenders, practitioners, disseminators, and innovators of indigenous knowledge. The authors of this paper think that there are three strategies for rural teachers to bear the cultural missions including making regulations, building up faith and taking action.
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