从“在乡村从教”到“为乡村而教”：我国乡村教师身份认同研究的进展及走向

The Progress and Trend of the Research on Identity of Rural Teachers in China:From “Teaching in Rural Schools” to “Teaching for Rural Schools”

乡村教师作为乡村教育与乡村振兴的主力军,其身份认同直接影响乡村师资队伍建设水平和乡村教育质量提升。近年来,乡村教师身份认同的研究热度持续上升,成果数量逐年增加。已有研究成果以"在乡村从教"为导向,探寻了乡村教师身份认同的研究缘起,剖析了乡村教师身份认同的内涵意蕴,明确了乡村教师身份认同的影响因素,梳理了乡村教师身份认同的危机表征,构建了乡村教师身份认同的实践策略。新时代乡村振兴战略和新型城镇化建设要求乡村教师身份认同研究树立"为乡村而教"的价值导向,澄清乡村教师身份认同的教育内涵,把握影响乡村教师身份认同的核心要素,"以中国为方法"统整乡村教师身份认同的多元研究视角,构建乡村教师身份认同的体系化策略。

Rural teachers are the main force for the education in rural areas and rural revitalization.Their identity directly influences the construction of teaching staff and the improvement of quality rural education.In recent years,research interest in identity of rural teachers has become keener,yielding more and more achievements.Based on the orientation of "teaching in rural schools",existing studies have mainly discussed the identity of rural teachers in following aspects:the research origin,connotation and meaning,influencing factors,characteristics of identity crisis,and practical strategies.To achieve rural revitalization and new urbanization in the new era,we need to set up the value orientation of"teaching for rural schools"in the research on identity of rural teachers,clarify the educational connotation of identity for them,and grasp the core factors that influence the identity.Besides,the diverse research perspectives of rural teachers'identity should be "China-centered",thus establishing systematic strategies for improving the identity of rural teachers.