城镇化进程中乡村教师的社会认同困境与干预策略  

Rural Teachers' Dilemma of Social Identity in the Process of Urbanization and the Intervention Strategies

作　　者：闫巧[1] 车丽娜[1] YAN Qiao CHE Li-na(Faculty of Education, Shandong Normal University, Jinan, Shandong, 250014, PRC)

机构地区：[1]山东师范大学教育学部,山东济南250014

出　　处：《当代教育与文化》2017年第4期79-83,共5页Contemporary Education and Culture

基　　金：国家社科基金项目"我国中小学教师的社会性格研究"(BAA140012)成果

摘　　要：通过对8所乡村学校的实地调研,呈现城镇化进程中乡村教师的社会认同困境,主要表现在群体内的自我认同偏低,群体间的他者认同遭受挑战。此外,乡村教师的社会认同受性别、教龄、职称等因素的影响。乡村教师社会认同困境的成因主要有:价值观的迷惘、文化信仰的迷失、发展空间的局限。为了促进乡村教师社会认同的发展,有必要采取干预策略,为此需要改善乡村环境,重视乡村学校的建设;关注乡村教师的多元需求,调动乡村教师的工作积极性;发挥文化引领的作用,提高乡村教师的归属感。Based on a field research in 8 rural schools, this paper reveals rural teachers＇ social identity dilemma, with low within group self-identity and identity challenge from other groups as its manifestation. It also reveals that rural teachers＇ social identity is influenced by such factors as gender, seniority and professional titles, and that the confusion in values, the loss of cultural beliefs and the limited space for development are the major causes of the dilemma. It is necessary to adopt the following intervention strategies to promote the development of rural teachers＇ social identity, improving rural environment and attaching importance to the construction of rural schools, addressing various needs of rural teachers to stimulate their working enthusiasm, bringing the leading role of culture into full play and enhancing rural teachers＇ sense of belongingness.

关 键 词：乡村教师 社会认同 干预策略 

分 类 号：G521[文化科学—教育学] G773[文化科学—教育技术学]