民族地区乡村教师教育信念的生成与发展——基于终极责任视角的教育叙事研究  

The Generation and Development of Rural Teachers'Educational Belief in Ethnic Areas

作　　者：严秀英[1] 黄雪花 周红伟 YAN Xiu-ying;HUANG Xue-hua;ZHOU Hong-wei(Normal College,Yanbian University,Yanji,Jilin 133000;School of Humanities and Social Sciences,Yanbian University,Yanji,Jilin 133000;Dongshan Experimental Primary School,Longjing City,Longing,Jilin 133400)

机构地区：[1]延边大学师范学院,吉林延吉133000 [2]延边大学人文社会科学学院民族研究院,吉林延吉133000 [3]龙井市东山小学校,吉林龙井133400

出　　处：《民族教育研究》2024年第3期111-119,共9页Journal of Research on Education for Ethnic Minorities

基　　金：2019年吉林省高教科研一般课题“基于教育特色边境乡村建设可行性分析的高等教育社会服务途径研究”(项目编号:JGJX2019D28)的阶段性成果。

摘　　要：教师的教育信念是教师研究的重要议题,在教师专业发展中发挥着关键作用。运用教育叙事研究法对一位边疆民族地区乡村教师进行研究,分析其坚守乡村教育30多年的教育信念。研究发现,该教师教育信念的发展过程分为4个阶段,萌芽阶段教育信念受到社会文化和“教师”原型的影响;初步形成阶段教师教育信念主要的影响因素是学校文化、学校领导和学校资源,教师的责任感处于“自在”状态,尚未对教师的教育信念产生显著影响;重构阶段教师责任意识的觉醒促进教育信念的澄清与升华;自觉践行阶段,教师责任意识得以强化,具备终极责任意识,使教师履行责任的行为表现出稳定性和自觉性,对教育信念的提升起着关键作用。本研究有益于坚定教师扎根民族地区乡村教育的教育信念,促进民族地区乡村教师队伍高质量发展。Teachers'educational beliefs are an important issue in teacher research which plays a key role in teachers'professional development.This article adopts education narrative research method to study a rural teacher in border ethnic areas,and analyze his educational belief of adhering to rural education for over 30 years.The research finds that the development process of the teacher's educational belief is divided into four stages,and the embryonic stage is influenced by the social culture and the prototype of"teacher";in the initial formation stage,the main influencing factors of teachers'educational beliefs are school culture,school leaders and school resources while the sense of responsibility of teachers is in a"comfortable"state,and it has not yet had a significant impact on teachers'educational beliefs.In the reconstruction stage,the awakening of teachers'responsibility consciousness promotes the clarification and sublimation of educational belief;in the self-conscious practice stage,teachers'sense of responsibility can be strengthened and have the sense of ultimate responsibility,so that teachers'responsibilities can show stability and self-consciousness,which plays a key role in the promotion of educational belief.This study is beneficial for strengthening the educational beliefs of teachers rooted in rural education in ethnic areas,and promoting the high-quality development of rural teacher groups in ethnic areas.

关 键 词：民族地区 乡村教师 教育信念 终极责任 

分 类 号：G659.2[文化科学—教育学]