民族地区特岗教师缘何“流”或“留”——基于情绪地理学的考察  

Why the Special Post Teachers in Ethnic Areas “Flow” or “Stay”——Investigation Based on Emotional Geography

作　　者：张智林 程天君[1] ZHANG Zhilin;CHENG Tianjun(School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,210097,China)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教师教育研究》2025年第1期61-68,共8页Teacher Education Research

基　　金：2022年度国家社会科学基金教育学重大课题“新时代教育公平的国家战略、推进策略与社会支持研究”(VGA220002);“国家资助博士后研究人员计划”(GZC20231139)。

摘　　要：特岗教师作为推动西部和民族地区教育发展的关键力量,其流动问题关系到教育公平实现与教育现代化发展。从情绪地理学的理论视角出发,基于云南省N县的教育民族志考察,结合人类学参与观察与深描的叙事特点,通过对特岗教师的质性研究发现,影响民族地区特岗教师“下不去、留不住”的情绪地理因素归结为:专业质疑中的情感支持、文化冲击下的情感理解、差序格局下的情感动力、异乡区隔中的情感归属。因此,为了让特岗教师“留得下、教得好”,需要从影响特岗教师情绪与情感的个人、学校与社会因素出发,结合中国实际和地方情景提升整个教育生态,改善特岗教师的情绪地理图景。As a key force in promoting the development of education in western and ethnic areas, the mobility of teachers on special posts is related to the realization of educational equity and the development of educational modernization. In addition to the influence of structural forces, the role of internal emotional factors should also be paid attention to. From the theoretical perspective of emotional geography, based on the education of N ethnic autonomous county, combined with the anthropology participation observation and deep drawing narrative characteristics, through the quality of 10 teachers research found that the influence of ethnic areas, teachers “go down and stay” emotional geographical factors boils down to: professional question in the emotional support, cultural impact of emotional understanding, difference under the pattern of emotional dynamics, foreign area in the emotional attribution. Therefore, in order to make special post teachers “stay and teach well”, it is necessary to improve the whole education ecology and improve the emotional geographical picture of special post teachers from the personal, school and social factors, and combine with the actual and local situation of China.

关 键 词：民族地区 特岗教师 情绪地理学 教育民族志 

分 类 号：G451.2[文化科学—教育学]