社会人视角下乡村教师激励之可能与可为

Possibility and Feasibility of Rural Teacher Incentive from the Perspective of Social Being

当前,国家和社会对乡村教师的激励主要是以物质激励为主,把乡村教师假设为片面追求利益最大化的理性经济人。其实,乡村教师不仅是一个经济人,更是一个社会人,从社会人视角激励乡村教师将事半功倍。马克思关于人的本质学说、人群关系理论及需求层次理论、乡村教师职业认同感低的现实以及历史上早期乡村教育家的躬身垂范,分别在理论、实践和历史层面,为从社会人视角激励乡村教师提供了可能。在实践中,从社会人视角激励乡村教师可从自我实现、职业认同、社区融合、成果驱动四个方面着手。

The current national and social incentives for rural teachers are mainly presented as material ones, assuming unilaterally rural teachers to be rational-economic people that pursue maximum benefits. In fact, a rural teacher is not only a rational-economic person, but also a social being, so motivating rural teachers from the perspective of social being will be more effective. Marx＇s theory of human nature, human relation theory and needs hierarchy theory, the reality of low professional identity of rural teachers and the personal experiences of early rural educators have respectively provided the possibility for motivating rural teachers from the perspective of social being in terms of theory, practice and history. In practice, motivating rural teachers from the perspective of social being could be addressed by self-realization, professional identity, community inclusion and resuhs-drivenness.