“00后”师范生的乡村从教意愿与政策改进

“Post-00s”Normal School Students’Rural Education Willingness and Policy Improvements

移动互联网时代成长起来的“00后”,在就业态度与选择上区别于以往的“80后”和“90后”,实证研究发现:我国“00后”师范生的乡村从教意愿整体偏低,但提升空间较大;群体中男师范生、非农村家庭师范生、重点高校师范生的乡村从教意愿显著偏低;预期未来发展、婚姻问题、教学条件、生活适应、同伴认同、同龄陪伴、收入水平、个人价值追求等,对“00后”师范生的乡村从教意愿具有显著影响,其中,生活适应与个人价值追求是最主要影响因素。提升“00后”师范生乡村从教意愿,需要自上而下加强乡村从教价值宣传,完善乡村从教支持政策体系,重视乡村学校师资配置中的“同辈搭配”,多举措提早增强他们对乡村从教生活的适应性。

The“post-00s”,which grew up in the era of mobile internet,is different from the“post-80s”and“post-90s”.The empirical study found that:at present,the rural teaching intention of“post-00s”normal students in our country is on the low side,but the promotion space is large;the rural teaching intention of male normal students,non-agricultural normal students and higher school level normal students is significantly lower;the expected future development,marriage problems,teaching conditions,life adaptation,peer identity,peer companionship,income level,personal value pursuit have a significant impact on the rural teaching intention of“post-00s”normal students,among which life adaptation and personal value pursuit are the most important factors.To enhance the rural teaching intention of“post-00s”normal students,we need to strengthen the propaganda of rural teaching value from top to bottom,perfect the policy system of rural teaching support,and attach importance to the“peer collocation”in the allocation of rural school teachers.