我国农村青年教师的社会来源与职业定位研究——基于全国东中西9省18县的调查分析  

Research on Social Origin and Professional Orientation of Young Teachers in Rural Areas:A Survey on 18 Counties of 9 Provinces in Three Regions

作　　者：张源源[1] 邬志辉[1] 

机构地区：[1]教育部人文社科重点研究基地东北师范大学农村教育研究所,吉林长春130024

出　　处：《教师教育研究》2015年第4期40-45,共6页Teacher Education Research

基　　金：2012年度教育部人文社会科学研究青年基金项目(12YJC880061);2013年度吉林省社会科学基金项目(2013B79)

摘　　要：社会来源是农村青年教师群体的重要属性特征,包括属地来源、家庭来源和教育来源等。全国的抽样调查显示,我国农村青年教师在三个维度的来源上呈现显著特征:绝大部分来源于原籍,父辈职业普遍为体力劳动者,多数毕业于层级较低的师范院校。这是市场筛选机制与农村青年教师职业决策模式双重作用的结果,农村青年教师择业观趋向保守且有乡土回归情结,对职业的价值定位看重其社会地位属性。未来农村青年教师队伍建设应以培养当地的师范人才为主,通过增加经济收益、增强职业的专业性等方式提升其社会地位,利用利益补偿原则提高岗位吸引力。Social origin is important characteristic to young teachers in rural communities, including the territorial origin, family origin and education origin. Nationwide sample survey show that vast majority rural young teachers come from home- town; their fathers are generally manual workers; most graduated from the lower level teachers colleges. It was caused by market screening mechanism and professional decision-making model of rural young teachers, their careers conservative were conserved and they had local regression feeling, and they put the social status of property occupation very seriously. So we should cultivate local talent teachers in the future, increase teachers ＇ income and enhance teachers ＇ professionalism to en- hance their social status, use the principle of compensation benefits to make the job attractive.

关 键 词：农村青年教师 社会来源 职业定位 调查研究 

分 类 号：G451.4[文化科学—教育学]