当前农村教师素质提升面临困境,而素质提升过程与其文化资本积累过程息息相关。根据布迪厄文化资本理论,从文化资本的具体化、客观化、体制化三种形式来解析农村教师文化资本积累的困境,以反映其素质提升面临的挑战。农村教师提升具体化文化资本的条件不足,表现为:农村教师空闲时间少,提升具体化文化资本的机会少、层次低;农村教师缺乏客观化的文化资本且对其利用率低;农村教师积累体制化的文化资本较为不易。 At present, the improvement of rural teachers’ quality is confronted with the predicament, and the quality improvement process is closely related to the process of their accumulation of cultural capital. According to Bourdieu’s theory of cultural capital, this paper analyzes the predicament of rural teachers’ accumulation of cultural capital from the concrete, objective and institutionalized aspects of cultural capital to reflect the challenges they face in upgrading their qualifications. Rural teachers have not enough conditions to promote the concrete cultural capital, as follows: rural teachers have less free time, less opportunities to promote concrete cultural capital, and low levels; rural teachers lack objective cultural capital and their utilization rate is low; rural teachers accumulate Institutionalized cultural capital is not easy.