乡村教师的乡土情怀及其生成  

Rural Teachers' Local Feelings and Its Creation

作　　者：马多秀[1] 

机构地区：[1]宝鸡文理学院教育学院,陕西宝鸡721016

出　　处：《教育理论与实践》2017年第13期42-45,共4页Theory and Practice of Education

基　　金：陕西省社会科学基金项目"城市化进程中农村学校德育的困境与出路"(项目编号:2015N004)的阶段性研究成果

摘　　要：当前,发展乡村教育的首要问题是建设乡村教师队伍,培养具有乡土情怀的乡村教师是乡村教师队伍建设的重要议题。乡土情怀是乡村教师对乡村、农民和乡村孩子的关注、关切和关心之情感,爱和责任感是乡村教师乡土情怀之情感基石。乡土情怀既是乡村教师坚守和奉献乡村教育的情感基础,也是他们关爱乡村孩子和创造性地开展教育教学活动的内在动力之源。乡土情怀是乡村教师由内而外地自然生成的,乡村教师可以通过学习相关的乡村教育课程、增强自己的职业认同感以及在日常的教育生活过程中逐渐生成乡土情怀。The first thing for developing rural education is the building of rural teaching staff for which the cultivation of teachers with local feelings is important. Local feelings is an emotion indicating that rural teachers pay attention to, show a deep concern over, and give heed to villages, peasants, and country children, and its emotional cornerstone is love and responsibility. The feelings for the homeland are not only the emotional foundation for rural teachers to hold fast to and dedicate themselves to rural education, but also the internal source of motivation for them to care for country children and creatively launch educational activities. Rural teachers naturally develop their local feelings from the inside. They can gradually form their local feelings by studying related courses about rural education, enhancing their sense of professional identity, and learning from their daily education life.

关 键 词：乡土情怀 乡村教师 乡村教育 

分 类 号：G451.2[文化科学—教育学]