城镇化进程中乡村教师的社会认同研究  

Rural Teachers' Social Identification under the Background of Urbanization

作　　者：闫巧[1] 车丽娜[1] 王晓诚[1] 

机构地区：[1]山东师范大学教师教育学院,山东250014

出　　处：《教育参考》2016年第6期14-20,27,共8页Education Approach

基　　金：国家社会科学基金教育学一般课题"我国中小学教师的社会性格研究(编号:BAA140012)"成果

摘　　要：采取便利抽样法对山东、安徽两省的158名乡村教师进行问卷调查,从乡村认同与城市认同两方面考察乡村教师社会认同的特点和影响因素。结果表明,乡村教师的社会认同大多属于同化和分离模式,乡村教师的社会认同及其适应模式在性别、教龄、婚姻状况、户籍所在地、工作地点、月平均收入、职称、流动意愿等因素上存在显著差异,在文化程度上则不存在显著差异。Based on convenient sampling,158 rural teachers in Shandong and Anhui have been selected to participate the survey in the aspect of rural identification and urban identification. The study aims to investigate the characteristics and influencing factors of rural teachers＇ social identification. The result shows as follows：the assimilation mode and separation mode of social identification are the most common adaptation mode exhibited by rural teachers;the social identification and adaptation mode of rural teachers vary with some demographic variables,such as gender,teaching age,marital status,household register,work place,monthly income,professional title,etc.

关 键 词：乡村教师 社会认同 适应模式 乡村认同 

分 类 号：G525.1[文化科学—教育学]