从“职业境遇”到“生活场域”--乡村教师研究的转向与重构

From“Professional Situation”to“Life Domain”:The Turn and Reconstruction of Research on Rural Teachers

乡村教育是推动乡村振兴的内生动力,乡村教师则是乡村教育实现跨越式发展的关键。全面、深入的乡村教师研究,能够助推乡村教师队伍的建设。目前,乡村教师研究中存在的抽离与窄化问题,导致研究始终囿于“职业境遇”之中,无法全方位地为个体发展和队伍建设提供理论支持。事实上,与乡土生活紧密融合的乡村教师,不论在工作、家庭或公共生活中,都面临特殊矛盾与困难。专业素养提升和职业生涯发展是乡村教师的基本需求,对家庭生活的盼望以及对丰富公共生活的需要也深刻影响着乡村教师的生活世界。只有将乡村教师研究从对职业身份的单项聚焦,转向整全的生活场域,才能形成对乡村教师的全面理解,从而提升乡村教师研究指导乡村教师队伍建设的针对性和有效性。

Rural education is the endogenous driving force to promote rural revitalization,while rural teachers are the key to the leap-forward development of rural education.Comprehensive and in-depth research on rural teachers can boost the development of rural teachers.At present,the isolated and narrow researches on rural teachers have been limited to their"professional situation"and cannot provide a comprehensive theoretical support for individual development and team building.In fact,rural teachers who are closely tied to the countryside face innumerable contradictions and difficulties in work,family or public life.The improvement of their professional quality and career development is the basic need of rural teachers.The hope for a better family life and the need for a rich public life also profoundly affect the life world of rural teachers.Only by shifting the research on rural teachers from a single focus on professional identity to a holistic domain of life can a comprehensive understanding of rural teachers be obtained,and the pertinence and effectiveness of the research on rural teachers in guiding the construction of the rural teaching staff can be improved.