乡村教师缘何向城而教——基于空间社会学的视角

Why Rural Teachers Teach to the City:Based on Spatial Sociology Perspective

乡村教师向城流动一定程度上契合教师专业发展的需求,也符合学校保持活力的规律,但乡村教师流动凸显出典型的“单向性上流”,致使教育本就落后的乡村雪上加霜,制约着乡村的振兴与纵深发展。基于空间社会学的视角,对两所乡村学校进行田野调查研究发现:在空间同质化下教师面临着区隔的困境,即乡村教师身处于衰落化的乡村空间、居住于城市圈的家庭空间、就职于脱嵌式的学校空间和执教于低回报的教学空间;教师向城流动是由三维空间共同催生,即城挤乡萎的物理空间、城乡趋同的精神空间、离乡进城的社会空间共同驱动乡村教师流向城区学校。为缓解乡村教师单向性向城流动问题,应摒弃空间同质化的系统性编制,采取空间融合的策略,创设城乡一体的空间正义秩序,走向城乡文化共生的空间关系,增强乡村教师的空间认同观念。

To some extent,the flow of rural teachers to the city conforms to the needs of teacher professional development and the law of maintaining vitality of schools.However,the flow of rural teachers highlights the typical"single flow to the city",which makes the rural areas with backward education worse and restricts the revitalization and in-depth development of the rural areas.Based on the perspective of spatial sociology,a field survey of two rural schools is conducted,and the findings are as follows:under the homogeneity of space,teachers are faced with the realistic dilemma of separation,that is,they live in the backward rural space,live in the family space in the urban circle,work in the disconnected school space,and teach in the low-return teaching space;The flow of teachers to the city is caused by the three-dimensional space,that is,the material space of the crowded city and the shrinking countryside,the spiritual space of the convergence of urban and rural areas,and the social space of leaving the rural areas to enter the city drive the flow of rural teachers to urban schools.In order to alleviate the problem of rural teachers flowing to the city,we should abandon the systematic arrangement of spatial homogeneity,adopt the strategy of spatial integration,create the spatial justice order of urban-rural integration,move towards the spatial relationship of urban and rural cultural symbiosis,and enhance the concept of spatial identity of rural teachers..