乡村教师韧性坚守的影响因素与对策建议——基于六位优秀乡村教师的叙事探究  

作　　者：谭佳欣 罗曼 戴韵格 刘日微 周碧琼[1] 

机构地区：[1]湘南学院教育科学与法学学院,湖南郴州423000 [2]湘南学院文学与新闻学院,湖南郴州423000 [3]湘南学院外国语学院,湖南郴州423000

出　　处：《智慧农业导刊》2025年第2期141-144,共4页JOURNAL OF SMART AGRICULTURE

基　　金：湖南省“十四五”教育科学研究重点培育基地(无编号);湖南省级一流学科马克思主义理论研究成果(无编号);2023年度湘南学院大学生创新创业训练计划项目(X2023018);湘南学院高层次人才及在校博士科研启动基金(无编号)。

摘　　要：该研究采用叙事探究研究方法,以六位优秀乡村教师为典型个案,深入探究乡村优秀教师韧性坚守的动因,研究发现成就乡村教师韧性坚守的影响因素,主要包括乡村教师的自我认同、深厚的教育情怀和坚定的教育信念、积极参与乡村建设、外部的认可与积极的学校文化以及持续激励政策五个方面。基于此,该研究提出加强乡村教师的德性自觉,增进乡村教师的教育情怀和教育信念的培育,为乡村教师参与乡村建设提供支持,构建合作的学校文化,出台乡村教师发展支持政策建议。This study adopts a narrative inquiry research method and takes six outstanding rural teachers as typical cases to deeply explore the reasons for their resilience and perseverance.The research found that the influencing factors that contribute to the resilience and perseverance of rural teachers mainly include their self-identity,deep educational feelings and firm educational beliefs,active participation in rural construction,external recognition and positive school culture,and sustained incentive policies.Based on this,the study proposes to strengthen the moral consciousness of rural teachers,enhance the cultivation of their educational feelings and beliefs,provide support for their participation in rural construction,build a cooperative school culture,and formulate policy recommendations to support the development of rural teachers.

关 键 词：乡村教师 坚守 影响因素 叙事探究 自我认同 

分 类 号：G525.1[文化科学—教育学]