地方高校师范生乡村从教意愿影响因素的作用机制  

The Mechanism of Influencing Factors on the Willingness of Pre-service Students from Local Universities to Teach in Rural Areas

作　　者：周静 周正[1] 韩悦[1] ZHOU Jing;ZHOU Zheng;HAN Yue(School of Education Science,Harbin Normal University,Harbin,Heilongjiang 150025,China)

机构地区：[1]哈尔滨师范大学教育科学学院,黑龙江哈尔滨150025

出　　处：《成都师范学院学报》2025年第1期73-82,共10页Journal of Chengdu Normal University

基　　金：黑龙江省哲学社会科学研究规划项目(23JYC077);黑龙江省哲学社会科学研究规划项目(24JYB008)。

摘　　要：以社会认知职业理论为分析框架,在混合研究的基础上得出以下结论:当前地方高校师范生从教愿意强烈,但乡村从教意愿不强;相较而言,女性、生源地为乡村、少数民族等特征的地方高校师范生的乡村从教意愿更高;在各维度的影响因素中,先赋性因素中的家庭物质支持、家庭心理支持,结构性因素中的乡村社会条件、相关政策支持、教师社会地位,以及建构性因素中的教育实践、专业素养、乡村融入、情感与信念对乡村从教意愿影响显著,其中,情感与信念起主导作用。因此,应活化先赋性因素、优化结构性因素、强化建构性因素,以切实提升地方高校师范生乡村从教意愿。Based on the analysis framework of Social Cognitive Career Theory and a mixed-method study,the following conclusions are drawn:while local university pre-service students exhibit a strong willingness to pursue teaching careers,their willingness to teach in rural areas is relatively weak.Comparatively,students with characteristics such as being female,coming from rural backgrounds,or belonging to ethnic minorities demonstrate a higher willingness to teach in rural areas.Among the various dimensions of influencing factors,the following exert significant effects on the willingness to teach in rural areas:ascriptive factors such as family material support and family psychological support,structural factors such as rural social conditions,relevant policy support,and teachers’social status,and constructive factors such as educational practice,professional competence,rural integration level,and emotions and beliefs,with emotions and beliefs playing a dominant role.Therefore,it is essential to activate ascriptive factors,optimize structural factors,and strengthen constructive factors,so as to effectively enhance the willingness of local university pre-service students to teach in rural areas.

关 键 词：从教意愿 师范生 乡村教师 职业认同 地方高校 

分 类 号：G655[文化科学—教育学]