乡村青年教师专业情意的结构模型与提升路径——基于扎根理论的研究  

The Structural Model and Improvement Path of Rural Young Teachers’ Professional Affection: Based on the Study of Grounded Theory

作　　者：孙纪磊 何爱霞[1] Sun Jilei;He Aixia(Qufu Normal University)

机构地区：[1]曲阜师范大学继续教育学院

出　　处：《终身教育研究》2020年第5期44-51,共8页Lifelong Education Research

基　　金：国家社会科学基金教育学一般课题“继续教育阻断农村贫困代际传递的机理与路径研究”(BKA190224)。

摘　　要：在大力推进乡村振兴和乡村教师队伍建设的时代背景下,关注乡村教师专业情意的发展,实现这一群体整体素质的提升,显得尤为重要。研究基于扎根理论研究方法对《回归与希望——乡村青年教师口述史》文本资料进行三级编码及分析,构建了包括专业情感、专业信念和专业自我等3个核心类属的乡村青年教师专业情意结构模型,同时提出了切实提升乡村青年教师专业情意的路径,即:优化乡村青年教师激励保健机制,唤醒乡村青年教师扎根乡土情怀,培养乡村青年教师教育实践机智。Under the background of vigorously promoting the rural revitalization and construction of rural teachers’ team,it is particularly important to pay attention to the development of rural teachers’ professional affection and realize the improvement of the overall quality of this group. Based on Grounded Theory,the study conducted a three-level coding and analysis of the text of Return and Hope: Oral History of Rural Young Teachers,and constructed the structural model of rural young teachers’ professional affection,which includes three core categories: professional emotion,professional belief and professional self. At the same time,it put forward the paths to improve the professional affection of rural young teachers,that is,to optimize the incentive health-care mechanism of rural young teachers,to awaken the homeland feelings of taking root in the countryside,and to cultivate rural young teachers’ educational practice wit.

关 键 词：乡村青年教师 专业情意 结构模型 扎根理论 成人学习 

分 类 号：G525.1[文化科学—教育学]