新生代乡村教师公共身份的反思与重构

Reflection and Reconstruction of Public Identityof New Generation Rural Teachers

新生代乡村教师是依据乡土性、回应性、实践性和在地性实践逻辑助力乡村振兴,赋能乡村教育高质量发展的中坚力量。然而,新生代乡村教师公共身份正面临着公共理性趋于碎片化、公共责任逐步城市化、公共关怀日渐边缘化、公共参与囿于悬浮化的多重困境。为此,通过整合共生单元以激活公共理性、链接共生关系以厚植公共关怀、营造共生环境以夯实公共责任、畅通共生界面以引领公共参与,进而实现公共身份的重构。

The new generation of rural teachers,based on the logic of locality,responsiveness,practicality and local practice,is the backbone of helping rural revitalization and empowering the high-quality development of rural education.However,their public identity is facing multiple dilemmas:fragmentation of public rationality,gradual urbanization of public responsibility,increasing marginalization of public care,and limited public participation.To this end,the reconstruction of public identity is realized by integrating symbiotic units to activate public rationality,linking symbiotic relationships to cultivate public care,creating a symbiotic environment to consolidate public responsibility,and unblocking symbiotic interfaces to lead public participation.