乡村教师乡村社会身份自我认同危机与干预

The Deficiency and Realization of Rural Teachers' Self-Recognition of the Rural Territorial Identity

乡村教师的乡村社会身份是县以下学校任教人员依据城乡二元结构所共有的身份认定。乡村教师乡村社会身份的自我认同是隶属乡村客观属性与追求乡村社会价值吻合的结果。然而,受主客观、历史与现实、国家政策与个体因素制约,乡村教师普遍在认知上理性拒绝、情感上主观排斥和行动上客观逃离乡村社会身份。为保障乡村学校教师的有效供给,开展高质量乡村教学,需减弱“外地化”师资供给方式、在乡村教师的培养和培训中渗透乡村理念,积极干涉和解决乡村教师的生命成长需求。

The rural territorial identity of rural teachers is a local identity recognition based on the administrative division of the current rural teaching staff’s geographic identity,belonging to the specific rural personnel.The self-recognition of one’s own rural territorial identity is a match between the objective attribute of the rural village and rural teachers’pursuit of social value.However,restricted by the objective and subjective reasons,historical and realistic factors,and state policy and individuals’own character,it is a common phenomenon that rural teachers rationally refuse,emotionally reject and behaviorally escape from the rural territory identity.In order to enhance the efficiency of the formulation and implementation of the rural teacher supply system,and develop high-quality rural education,the self-recognition of rural territorial identity has to be established in rural teachers’mind.Following the“localization”method of teaching resources supply,infiltrating rural concepts and ideas during the cultivation and training of rural teachers,paying attention to the survival and development needs of rural teachers are both positive ways to satisfy such requirement.