农村小学教师身份认同困境与干预策略

Rural Teachers' Sself-Identity and Intervention Strategies

文章通过对苏北一所普通农村小学的实地调研,呈现了当前农村小学教师身份认同的现状,发现农村小学教师在自我身份认同上存在一个"U"型的发展曲线,在他者认同上遭遇到尴尬的困境。农村小学教师身上存在的这种状况已经产生了不少负面的影响,导致了教师职业倦怠、创新能力下降、社会责任分裂等很多不良后果。为此,有必要从国家政策层面、学校管理层面、教师自身调节层面等方面对教师身份认同情况进行干预,提高农村教师的身份认同度。

This field research on a rural primary school in the north of Jiangsu Province presents the problem of teachers＇ self-identity and the consequent question, the consequent question not only from the teachers, but also from the external social environment. The beleaguered identity has led many teachers burnout, innovation capacity decreased and the split of social responsibility. To eliminate adverse effects, the national teacher＇s policies, the school management, and teachers-self should adjust.