异化理论视阈下乡村教师职业倦怠成因及其破解  

The Causes and Solutions of Rural Teachers’ Job Burnout from the Perspective of Alienation Theory

作　　者：吴秀君 阎登科 WU Xiu-jun;YAN Deng-ke(School of Teacher Education,Huzhou Normal University,Huzhou Zhejiang 313000,China;Huzhou University,Huzhou Zhejiang 313000,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]湖州学院,浙江湖州313000

出　　处：《菏泽学院学报》2022年第6期73-77,共5页Journal of Heze University

摘　　要：乡村教师是乡村教育振兴的关键力量,破解乡村教师职业倦怠、打造高水平乡村师资成为教育领域的必然要求。在推进乡村教育振兴、实现教育优质均衡的进程中,存在教育目的功利化、教育话语权缺失、乡土情怀淡漠、人际关系紧张等现实困境。立足回归人的本性和社会本质属性,要系统推进社会治理、突出乡村教育主体意识;深度激发内生动力、彰显教师主体能力;回归教育本质、挖掘乡村教育自有优势;深化乡土情怀、加深人际关系融合,寻求乡村教师职业倦怠的破解之道。Rural teachers are the key force for the revitalization of rural education. Breaking teachers’ job burnout and creating high-level rural teachers have become the inevitable requirements for the field of education. In the process of promoting the revitalization of rural education and realizing the quality balance of education, there are practical difficulties such as utilitarianism of educational purpose, lack of educational discourse power, indifference to local feelings, and tension in interpersonal relations. Based on the return to human nature and social essential attributes, it is needed to systematically promote social governance and highlight the awareness of rural education subject, deeply stimulate endogenous motivation and highlight teachers’ subjective abilities, return to the essence of education and tap the advantages of rural education, and deepen the local feelings and the integration of interpersonal relationships to seek ways to solve rural teachers’ job burnout.

关 键 词：异化理论 乡村教师 职业倦怠 应对策略 

分 类 号：G525.1[文化科学—教育学]