云南省乡村小学教师学校归属感现状及对策研究

楚雄师范学院学报 ›› 2021, Vol. 36 ›› Issue (6): 124-132.

云南省乡村小学教师学校归属感现状及对策研究

黄德兴¹, 宋梦媛², 俞娟³, 杨艳琼¹, 徐成东¹

1.楚雄师范学院资源环境与化学学院,云南楚雄 675000;
2.石屏县哨冲民族中学,云南红河 662207;
3.思茅区第七小学,云南普洱 665000

收稿日期:2021-09-14 出版日期:2021-11-20 发布日期:2021-12-09
作者简介:黄德兴（1985–）,男,楚雄师范学院资源环境与化学学院讲师,研究方向为科学教育与民族科技教育。
基金资助:
2015年度云南省教育科学规划（高等学校教师教育联盟）教师教育专项课题“云南省乡村小学教师学校归属感现状及影响因素研究”成果,项目研究得到云南省“万人计划”教学名师项目计划支持（GJZ1505）

Research on Current Status and Countermeasures of Sense of Belonging of Rural Primary School Teachers in Yunnan Province

HUANG Dexing¹, SONG Mengyuan², YU Juan³, YANG Yanqiong¹, XU Chengdong¹

1. School of Resources, Environment & Chemistry, Chuxiong Normal University, Chuxiong, Yunnan Province 675000;
2. Shaochong Middle School for Nationalities, Shiping County, Honghe Prefecture, Yunnan Province 662207;
3. No. 7 Primary School, Simao District, Pu’er Prefecture, Yunnan Province 665000

Received:2021-09-14 Online:2021-11-20 Published:2021-12-09

摘要/Abstract

摘要： 对云南乡村小学教师学校归属感的现状测量及离开乡村学校的因素进行调查,发现：云南省乡村小学教师学校归属感总体较高,但教师之间的差异较大;子女教育问题、教学条件、交通条件、未来发展、家庭原因等因素影响着乡村教师的去留。为留住乡村教师,提高教师学校归属感,建议：1.招聘能胜任小学教育的相应学历教师;2.对青年教师进行培养的同时,还应该关注他们的身心发展和家庭问题;3.让乡村教师感知到自身价值;4.联系、照顾乡村教师子女,减少乡村教师的焦虑情绪;5.改善乡村学校条件及周边生活环境;6.合理配置乡村教师编制,灵活设置乡村学校岗位;7.重视地方高师院校发展,合理设置师范教育课程,培植师范生乡村教育情怀。

关键词: 乡村学校, 乡村振兴, 乡村教师, 学校归属感

Abstract: Sense of belonging to a certain school determines whether teachers of rural primary schools will stay to teach. A survey was conducted to study the current degree of sense of belonging of rural primary school teachers in Yunnan Province and the reasons underlying their leaving. The survey finds that rural primary school teacher in Yunnan Province have a strong sense of belonging in general but its degree varies widely across individual teachers. Factors determining whether they will stay or leave include children’s education, teaching conditions, transportation, future development and other family issues. To foster their sense of belonging so that they stay, the authors suggest the following countermeasures 1) recruiting teachers competent in primary school teaching with appropriate diplomas; 2) cultivating young teachers while paying attention to their physical, psychological health and family issues; 3) enabling rural teachers to see the value of their work and themselves; 4) keeping in touch with and taking care of their children to alleviate their anxiety; 5) improving conditions of rural schools and living environment in the vicinity; 6) adopting more reasonable and flexible personnel allocation to rural teaching posts; and 7) paying greater attention to development of local normal colleges and universities and offering normal education programs in such higher education institutions to cultivate greater sense of belonging in their graduates.

Key words: rural school, rural revitalization, rural teacher, sense of school belonging

中图分类号:

G625.1

黄德兴, 宋梦媛, 俞娟, 杨艳琼, 徐成东. 云南省乡村小学教师学校归属感现状及对策研究[J]. 楚雄师范学院学报, 2021, 36(6): 124-132.

HUANG Dexing, SONG Mengyuan, YU Juan, YANG Yanqiong, XU Chengdong. Research on Current Status and Countermeasures of Sense of Belonging of Rural Primary School Teachers in Yunnan Province[J]. Journal of Chuxiong Normal University, 2021, 36(6): 124-132.

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