从人性假设理论反思乡村教师的身份认同

Reflection on the Identity of Rural Teachers from the Theory of Human Nature Hypothesis

我国的教师制度设计存在严重的理想化倾向,乡村教师更是一个被过度推高的职业,人性假设理论有助于我们深入把握他们的身份认同。从人性理论上看,教师具有多重的人性,他们是一个"经济人",高等教育的资历和繁重的教育教学工作是他们经济利益追求的合法性依据。乡村地处偏远,寻求归属感是乡村教师正常人性的表现,学校的各种正式组织和非正式组织让他们找到了归属,而校外的各种组织却挫伤他们的归属感。作为一个"知识人",乡村教师是有自我实现的愿望,这种心理潜能一直存在于他们心中。要解决乡村教师在身份认同上的迷失,我们应因地制宜地满足乡村教师基本的物质需要,推动"利己"朝"利他"发展,加强校内组织文化的建设,健全乡村教师荣誉制度,增加乡村教师的成就感。

There is a serious tendency of idealization in the design of teachers’system in China.Rural teachers are an over promoted profession.The Theory of Human Nature Hypothesis helps us to deeply grasp their identity.According to this theory,teachers have multiple human nature,and they are an"economic man".The qualification of higher education and heavy education and teaching work are the legitimate basis for their pursuit of economic interest.The rural area is located in the remote area,so seeking the sense of belonging is the expression of normal human nature of rural teachers.Various formal and informal organizations of the school let them find their belonging,while various organizations outside the school frustrate their sense of belonging.As a"knowledge man",rural teachers have the desire and ideal of self-realization,which has always existed in their mind.To solve the loss of rural teachers’identity,we should meet the basic material needs of rural teachers,promote the development of"self-interest"towards"altruism",strengthen the construction of organizational culture,improve the honor system of rural teachers,and increase the sense of achievement of rural teachers.