乡村教师双重边缘化现象探析  

An Analysis of the Double Marginalization of Rural Teachers

作　　者：王佳月 陈帮静 熊天辰 朱宝玉 陈佳昀 韩晓霞 WANG Jiayue;CHEN Bangjing;XIONG Tianchen;ZHU Baoyu;CHEN Jiayun;HAN Xiaoxia

机构地区：[1]淮阴师范学院教育科学学院,江苏·淮安223300

出　　处：《科教文汇》2021年第16期22-25,共4页Journal of Science and Education

基　　金：江苏省大学生创新训练计划项目2020年度省级一般项目(项目编号:202010323047Y),指导教师:韩晓霞。

摘　　要：在乡村振兴背景下,发挥教师文明乡风建设者、新时代新思想传播者、乡村培训推动者等社会角色的功能,能极大地推动乡村建设。纵观近年来的社会现状,乡村教师逐步沦为乡村社会的边缘人,面临着双重边缘化的困境。如何降低乡村教师双重边缘化的程度,使其由乡村边缘人转化为建设者,由城市边缘人转化为融入者,成为需要关注和解决的问题。该文通过问卷调查、数据分析等方法得出结论:乡村教师双重边缘化程度与其职业认同、希望感呈负相关关系,职业认同在乡村教师双重边缘化程度与希望感的关系中起到部分中介作用。这启示我们需要多途径提升乡村教师的职业认同,增强其希望感,以降低其双重边缘化的程度。In the context of rural revitalization,giving play to the social roles of teachers as builders of civilized rural styles,disseminators of new ideas for the new era,and promoters of rural training,can greatly promote rural construction.However,looking at the current social situation in recent years,rural teachers have gradually become marginalized in rural society,facing the dilemma of double marginalization.How to reduce the degree of double marginalization of rural teachers and transform them from rural marginalized persons into builders and urban marginalized persons into integrators has become a problem that needs to be addressed and resolved.Through questionnaire survey,data analysis and other methods,it is concluded that the degree of double marginalization of rural teachers is negatively correlated with professional identity and sense of hope.Professional identity plays a part in the relationship between the degree of double marginalization of rural teachers and sense of hope.This suggests that we need to enhance the professional identity of rural teachers in multiple ways,and enhance their sense of hope,so as to reduce their degree of double marginalization.

关 键 词：乡村教师 双重边缘化 职业认同 希望感 

分 类 号：G451.4[文化科学—教育学]