农村初中新任教师身份认同的现状研究——以皖北地区部分农村典型学校为例

The Current Status of New teachers' Identity in Rural Junior Middle School——Taking the Typical Rural Schools in the Northern part of Anhui Province As an Example

本文主要运用问卷调查和访谈法,对安徽省皖北地区亳州、阜阳、淮北3个市县具有代表性的6所不同类型农村学校教龄为1~3年的300名初中新任教师展开研究。通过探讨和分析农村初中新任教师身份认同面临的尴尬困境,提出相应培养策略,进一步提升我省农村中学教育实效性,以适应我国新型经济社会的发展要求。

In this paper,a questionnaire survey and interview method were used to study 300 new junior middle school teachers in 6 different rural schools,with 1-3 years＇ teaching experience in 3 cities and counties of Anhui,include Bozhou,Fuyang and Huaibei. By discussing and analyzing the awkward predicament faced by new junior teachers in rural junior middle schools,we put forward corresponding training strategies to promote the effectiveness of rural middle school education in our province,so as to adapt to the strategic goal of economic and social development in China.