何以“相形失色”:相对剥夺感情境中的乡村青年教师  

Why “Disguise”: Rural Young Teachers in the Context of Relative Deprivation

作　　者：周国华[1] 贾明胜 ZHOU Guohua;JIA Mingsheng(College of Education,Zhejiang Normal University,Jinhua,Zhejiang,321004,China)

机构地区：[1]浙江师范大学教育学院,浙江金华321004

出　　处：《教师教育研究》2024年第1期78-85,共8页Teacher Education Research

基　　金：教育部人文社科课题(18YJA840023)研究成果。

摘　　要：对乡村青年教师相对剥夺感的关注是让其“留得下、教得好”的关键。为探究相对剥夺感情境中乡村青年教师的体验与行为,对12名乡村青年教师进行深度访谈。研究发现,城乡二元结构的存在使得乡村青年教师在与县城教师的对比中诱发群体相对剥夺感,包括身份异化、情感耗竭、发展受限、教养缺位;因组织资源的不公正分配,乡村青年教师在与同事的对比中产生个体相对剥夺感,包括区别对待、不透明的考核和收入差距。弱势下的青年教师面临“留与流”的职业抉择以及“躺平或坚守初心”的教学态度选择。The focus on the relative deprivation of rural young teachers is the key to keeping them and teaching them well. To explore the experience and behavior of rural young teachers in the context of relative deprivation, in-depth interviews were conducted with 12 rural young teachers. Research has found that the existence of a dual urban-rural structure induces a sense of relative deprivation among rural young teachers compared to teachers in county towns, including identity alienation, emotional exhaustion, limited development, and educational deficiencies;Due to the unfair distribution of organizational resources, there is a sense of individual relative deprivation in the comparison between rural young teachers and colleagues, including differential treatment, opaque assessment, and income gap. Young teachers under disadvantaged circumstances face a career choice of “staying or leaving” and a teaching attitude of “lying flat or sticking to their original intention” to actively adapt to the situation.

关 键 词：乡村青年教师 相对剥夺感 质性研究 

分 类 号：G443[哲学宗教—心理学]