嵌入乡土与自我提升——一位乡村教师在社会变迁中自我认同的深化历程考察  

Embedding in Rural District and Self-improvement-An investigation on a Rural Teacher's Self-identity Deepening Process in Social Changes

作　　者：黄晓茜 HUANG Xiaoxi(College of Education,Baoji University of Arts and Sciences,Baoji,721013,China;Western China Rural Education Development Collaborative Innovation Center,Baoji,721013,China)

机构地区：[1]宝鸡文理学院教育学院,宝鸡721013 [2]陕西(高校)哲学社会科学重点研究基地西部农村教育发展协同创新中心

出　　处：《全球教育展望》2023年第4期118-128,共11页Global Education

基　　金：陕西省教育科学“十四五”规划2022年度青年课题“高质量发展背景下陕西地区乡村教师专业学习现状及质量提升研究”(项目编号:SGH22Q285);2021年国家社会科学基金教育学一般项目“新时代乡村教师教育情怀及其培育研究”(项目编号:BEA210117);2022年田家炳基金会资助项目“西部农村留守儿童教育精准帮扶的理论与实践”(项目编号:2207-01-410)系列研究成果之一。

摘　　要：作为乡村社会特别是乡村教育场域中的能动主体,乡村教师在面对现代化进程中城乡关系和社会转型的冲击时,其对于社会变迁中自我角色的理解定位与行动选择,是关涉他们能否“下得去、留得住、教得好”的关键之一。本文采用关键个案抽样和生活史追踪的方法,对一位优质乡村教师随着社会时空演进,从懵懂抉择到能动嵌入乡土社会的自我认同建构深化历程进行深入考察审思。研究发现,时空变迁是乡村教师自我认同建构的行动“幕布”,关键事件的时机阐释与累积效应是其自我认同建构的加速器,“重要他人”的作用关联是其自我认同建构的结构性资源,主体能动实践是其自我认同建构的核心驱力。Faced with the impact of urban-rural relationship and the social transformation in the process of modernization,as an active subject,rural teachers'understanding of their self-role and action choices in social changes is primarily concerned with whether they will“settle down,stay long and teach well”.Using the methods of key case sampling and life history tracing,this paper aims to investigate the deepening process of an excellent rural teacher's self-identity,construction from casually choosing to voluntarily embedding in rural society with the evolution of social time and space.It is found that the time-space change is a“backdrop”for rural teachers to build their selfidentity;the timing interpretation and cumulative effect of key events function as an accelerator of their self-identity construction while the“important others”act as a great structural resource;the subjective active practice is the core driving force of rural teachers'self-identity construction.

关 键 词：乡村教师 自我认同 社会变迁 

分 类 号：G525.1[文化科学—教育学]