论乡村教师的教育情怀及其养成——基于《感动中国》《寻找最美乡村教师》等素材的质性研究

On Rural Teachers’ Educational Feelings and their Cultivation:Qualitative Research Based on "Touching China" and "Looking for the Most Beautiful Rural Teachers"

教育情怀作为乡村“拴心留人”最重要的驱动力,是乡村教师安心扎根乡村,助力乡村振兴的关键。本研究基于扎根理论的研究思路,采用质性分析软件Nvivo12.0 Plus作为分析工具,对历届《感动中国》《寻找最美乡村教师》中的47名教师获得者进行综合分析,经过三个阶段的编码比较,提炼出乡村教师教育情怀之德性自觉、对学生的爱、乡土情感、自我价值感、职业使命感等情感因素。建议通过探索寻根教学、重新定位教师角色与设置隐性课程等形式不断提升乡村教师的情感归属,强化其留任倾向。

As the most important driving force in retaining teachers in the countryside, educational feelings is the key for rural teachers to stay in the countryside and help revitalise the countryside. Based on the research idea of grounded theory, this study adopts the qualitative analysis software Nvivo 12.0 Plus as an analysis tool to analyse the 47 teacher recipients. After three stages of coding and comparison, the emotional factors, such as moral consciousness, love for students, native emotion, Self-worth and professional mission, are extracted from rural teachers’ educational feelings. It is suggested that rural teachers should explore root-seeking teaching, reposition their roles and set up recessive curriculum to enhance their emotional belonging and strengthen their retention tendency.