【摘要】 乡村学校作为乡土文化传承与现代文明交融的场域，其文化共生体现为文化主体的“角色共在”、文化场域的“环境共生”与文化生态的“价值共育”，并且通过多元互动形成动态的文化生态。然而，城乡二元结构导致乡村学校文化疏离，表现为角色疏离、环境疏离与价值疏离，陷入文化主体的断裂与迷失、文化场域的闭塞与阻滞、文化生态的悬浮与脱嵌的困境。为此，需通过三重路径实现乡村学校文化的共生转向：培育本土化师资并强化学生的乡土认同；活化乡土文化资源，推动融合式发展；立足本土文化，主动创生多元文化融合新形态。三者协同为乡村学校文化的传承创新注入了发展势能，进而夯实了乡村振兴的文化根基。更多还原

【Abstract】 As the space where local culture is transmitted and modern civilization is integrated,rural schools exhibit cultural symbiosis through the “co-presence of roles” among cultural agents,the “environmental symbiosis” of cultural fields,and the “value co-cultivation” of cultural ecosystems. This dynamic cultural ecology emerges from diverse interactions. However,the urban-rural dichotomy has led to cultural alienation in rural schools,manifested as role alienation,environmental alienation,and value alienation. This alienation brings cultural subjects into fragmentation and disorientation,cultural spaces into isolation and stagnation,and cultural ecosystems into suspension and disembeddedness. To address this problem,a three-pronged approach is needed to achieve a symbiotic transformation of rural school culture: cultivating locally rooted teachers and strengthening students’ rural identity;revitalizing local cultural resources to promote integrated development;and proactively creating new forms of multicultural integration grounded in local culture. The synergy of these three elements will inject developmental momentum into the inheritance and innovation of rural school culture,thereby solidifying the cultural foundation for rural revitalization.更多还原