乡村振兴战略背景下小学特岗教师身份认同提升研究  

Research on the Promotion of Primary School Special Post Teachers’Identity Under the Background of Rural Revitalization Strategy

作　　者：刘星[1] 李玲[1] 王姗[1] LIU Xing;LI Ling;WANG Shan(School of Teacher Education,Zunyi Normal College,Zunyi 563006,China)

机构地区：[1]遵义师范学院教师教育学院,贵州遵义563006

出　　处：《遵义师范学院学报》2022年第2期148-152,共5页Journal of Zunyi Normal University

基　　金：2019年贵州省教育厅人文社科项目(2019zc024)。

摘　　要：身份认同是特岗教师对自己身为教师的身份感、意义感和价值感的认知和认可,关系到特岗教师的职业认同感和幸福感,关系到乡村孩子的成长、成才以及乡村教育振兴乃至乡村振兴。研究发现:当前贵州省小学特岗教师的身份认同水平还有待提高,这主要是受社会环境、学校场域以及心理压力等内外部因素的影响。因此,可通过政府和乡村学校“赋能”、尊师重教氛围的营造与文化场域的优化、特岗教师自身修养提升等路径,内外合力、共同打好组合拳,提升小学特岗教师的身份认同。Special post teachers’identity recognition is the recognition of a sense of teachers’identity,a sense of professional signifi-cance and value,which is related to their professional recognition and happiness,the development of the rural children,and the revital-ization of rural education and rural areas.The study found that the current identity level of special post teachers in Guizhou Province ne-eds to be improved,which is mainly affected by internal and external factors such as social environment,school field and psychological pressure.Therefore,the following factors of the empowerment fromthe government and rural schools,the construction of an atmosphere of respecting teachers and valuing education,the optimization of the cultural field,and the improvement of the self-cultivation of special post teachers work together internally and externally to improve the identity recognition of special post teachers.

关 键 词：乡村振兴战略 小学特岗教师 身份认同 

分 类 号：G353.1[文化科学—情报学] G451