乡村定向师范生培养质量的审思与改进——基于IEO模型框架与类型分析

Reflection and Improvement of the Quality of Rural-Oriented Teacher Trainees:Based on the IEO Model Framework and Type Analysis

乡村教师定向培养是地方充实乡村教师队伍的重要政策,其培养质量关乎乡村整体师资水平提升。研究基于IEO模型、调查了981名乡村定向师范生,发现:报考动机具有“内外兼顾”的融合特性、培养过程存在“高低不一”的两重境况、任教意愿呈现“留或流”的两极分化,自由与发展是政策满意与否的两大支点;依据报考动机、学习方法与学习投入,乡村定向师范生可分为理想奋进、左右权衡和现实应付三种类型;理想奋进型任教意愿、学业表现优于左右权衡和现实应付型,左右权衡型政策满意度最高。为此,需重视报考动机由外而内的转变,鼓励采用深层学习方法,不断提升学习投入尤其是师生互动的密度与深度。

The targeted training of rural teachers is an important policy for enriching the rural teacher workforce locally,and the quality of such training is related to the overall improvement of rural teacher qualifications.Based on the IEO model,a study surveyed 981 rural-targeted teacher trainees and found that:their motivation for applying has a blended characteristic of considering both internal and external factors,the training process presents a dual situation of inconsistency,and the willingness to teach shows a polarization between staying or leaving,with freedom and development being the two main factors determining policy satisfaction.According to their motivation for applying,learning methods,and learning input,rural-targeted teacher trainees can be classified into three types:idealistic and progressive,balancing between factors,and coping with reality.The idealistic and progressive type shows higher willingness to teach and better academic performance compared to the other types,while the balancing type has the highest policy satisfaction.Therefore,it is necessary to pay attention to the transition of motivation from external to internal,encourage the adoption of deep learning methods,and continuously improve learning input,especially the density and depth of teacher-student interactions.